2020 Annual Report

Virginia Board of Education

2020 ANNUAL REPORT ON

THE CONDITION AND NEEDS OF

PUBLIC SCHOOLS IN VIRGINIA

VIRGINIA BOARD OF EDUCATION

PRESENTED TO THE GOVERNOR

AND GENERAL ASSEMBLY

DECEMBER 1, 2020

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MEMBERS OF THE VIRGINIA BOARD OF EDUCATION

As of November 19, 2020

Mr. Daniel A. Gecker, President

Chesterfield, VA

Dr. Jamelle S. Wilson, Vice President

Ashland, VA

Ms. Pamela Davis-Vaught

Bristol, VA

Dr. Francisco Durán

Alexandria, VA

Ms. Anne B. Holton

Richmond, VA

Dr. Tammy Mann

Fairfax, VA

Dr. Keisha Pexton

Hampton, VA

Superintendent of Public Instruction

Dr. James F. Lane

Virginia Department of Education

Staff for this Report

Ms. Emily V. Webb, Director of Board Relations

Virginia Department of Education

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TABLE OF CONTENTS

Executive Summary………………………………………………………………………Page 4

Report

I. The Needs of Public Education in Virginia...……………………………...Page 7

II. The Board’s Work ………………………………………………………....Page 13

III. Summary of Progress and Achievement…………………..……………….Page 27

Appendices ………………………………………………………………………………..Page 30

Appendix A: Constitutional and Statutory Requirements

Appendix B: 2019-2020 Revisions to the Standards of Quality

Appendix C: Resolution Prescribing the Standards of Quality for Public Schools in

Virginia

Appendix D: Standards of Quality (SOQ) represcribed by the Board of Education on

September 17, 2020

Appendix E: Summary of Compliance and Non-Compliance with the Standards of

Quality (SOQ) for 2019-2020

Appendix F: School Divisions Reporting Full Compliance with the Standards of Quality

for 2019-2020

Appendix G: School Divisions Reporting Noncompliance with One or More Provisions

of the Standards of Quality (SOQ) for 2019-2020

Appendix H: Charter School Report and Information on Parent and Student Options

Appendix I: Analysis of School Division Reporting Requirements

Appendix J: Status Report Regarding Multidivision Online Learning

Appendix K: Virtual Virginia Brief

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EXECUTIVE SUMMARY

The Board of Education reaffirms the priorities and goals outlined in its comprehensive plan,

adopted November 2017. The priorities outlined in the comprehensive plan are to:

● Provide high-quality, effective learning environments for all students;

● Advance policies that increase the number of candidates entering the teaching profession

and encourage and support the recruitment, development, and retention of well-prepared

and skilled teachers and school leaders;

● Ensure successful implementation of the Profile of a Virginia Graduate and the

accountability system for school quality as embodied in the revisions to the Standards of

Accreditation.

As outlined below, 2020 has been an extraordinary year for public education in Virginia due to

the COVID-19 pandemic, which has placed huge demands on our schools, students, and parents.

The pandemic has highlighted areas of need for Virginia’s public education system to ensure

equity of opportunity for all students. As school divisions pivoted to support students through

multiple instructional methods including hybrid and virtual formats, four factors had a large

impact on consistent, effective implementation of quality instruction:

● lack of broadband infrastructure and access for all students;

● lack of devices for each student to access virtual instruction;

● lack of capacity of school divisions and professional development for educators to

support the shift to virtual teaching and learning; and

● the inadequacy of a virtual format to meet many students’ needs, particularly students

with special needs and younger students.

It is anticipated that the challenges and uncertainty facing local school divisions will continue

long after the pandemic ends, including budgetary impacts from enrollment loss and potential

impacts on state and local funding sources. Since public education funding is largely allocated

based on a per-pupil basis, enrollment declines are expected to negatively impact local school

division budgets. The long-term impact of the enrollment loss is not yet known but will have a

sizable impact on the state budget and local school division budgets.

The pandemic has not changed the fundamental challenges facing Virginia’s public education

system, except to the extent that it has highlighted additional inequities and potentially delayed

progress in addressing them. The Board asserts that the following conclusions remain true of

Virginia’s public education system:

● By many national and state measures, Virginia’s public schools, students, and educators

continue to improve and lead the way in academic achievement and accountability.

However, persistent achievement gaps remain for certain student groups.

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● Virginia schools continue to be underfunded. According to the Joint Legislative Audit

and Review Commission’s report Virginia Compared to the Other States: 2020 Edition,

Virginia ranks 26th of 50 for state and local per pupil funding for Pre K-12 education, and

40th of 50 for state per pupil funding. Even when adjusting for inflation, state per pupil

support for K-12 education as not been restored to pre-recessionary levels more than 10

years after the end of the Great Recession. 1

● Nationally, Virginia ranked 33rd for average salary of public K-12 teachers, based on

2018-2019 salary data.2

● Student enrollment continues to increase with over 53,000 additional students in public

schools over the past 10 years, and the number of economically disadvantaged students

has risen sharply. From 2009-2010 to 2019-2020, the number of students considered

economically disadvantaged has increased by over 107,000 students, many requiring

more support and services. It is anticipated that there will be short-term drop in

enrollment due to the pandemic, however, it is expected to be temporary.

● Schools and school divisions with the highest levels of poverty are hit the hardest when

state funding lags or cuts are made. For Fiscal Year 2019, Virginia localities invested

$4.1 billion above the required local effort to fund the Standards of Quality. However,

not all localities have the capacity to provide additional investments. High-poverty

communities rely more heavily on state resources and cannot make up the differences due

to less local resources. 3

● Virginia continues to face a shortage of quality educators entering and remaining in the

classroom. It is anticipated that the COVID-19 pandemic will have an impact on the

shortage. The number of unfilled positions increased from 440 during the 2010-2011

school year to a height of 1,081 in the 2016-2017 school year, then dropped slightly in

the 2017-2018 and 2018-2019 school year. In the 2019-2020 school year, the number of

unfilled positions stood at 1,063. The percent of provisionally licensed and inexperienced

teachers has climbed similarly.

● For the past nine years in Virginia, teacher turnover rates have been above ten percent.

While the specific reasons for departure are not collected, nationally we know that the

major reasons for teacher turnover include lack of administrative support, poor teaching

conditions, the pressures of accountability systems and low salaries compared to other

similarly educated professions.

● The pandemic has caused additional financial distress for local school division, only

partly offset by existing pandemic relief funds. This distress could have long-term

implications for educational outcomes in Virginia.

1 Goren, L., Mejia, F., Duncombe, C., & Wodicka, C. (2020, August). Budget Choices for Today and Tomorrow: Learning

Lessons from the Great Recession and Setting Virginia on a More Equitable Path.

https://www.thecommonwealthinstitute.org/2020/08/14/budget-choices-for-today-and-tomorrow-learning-lessons-from-

the-great-recession-and-setting-virginia-on-a-more-equitable-path/ 2 National Education Association, (2020) Rankings of the States 2019 and Estimates of the States 2020. Washington, DC. 3 Ibid

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2020 ANNUAL REPORT ON THE CONDITION AND NEEDS

OF PUBLIC SCHOOLS IN VIRGINIA

The Virginia Board of Education is charged with making annual reports to the Governor and the

General Assembly concerning the condition and needs of public education in the Commonwealth

and to identify any school divisions which have failed to establish and maintain schools meeting

the prescribed standards of quality.

It is impossible to discuss the condition and needs of public education without acknowledging

the situation in which we find ourselves in 2020. On March 13, 2020, Governor Northam closed

schools for at least two weeks, and on March 23, 2020, pursuant to Executive Order 53, all the

public K-12 schools in the Commonwealth ceased in-person classes for the remainder of the

academic year in response to the COVID-19 global pandemic. Although the closures were

originally anticipated to be short-term, even as we write this report many of our school children

are being educated in a fully-remote environment, while others are experiencing blended

education with a number of days in-school complemented by virtual education for the remaining

days of the school week. A relatively small number of students across the state are being

educated fully in-person.

The disruption of the end of the 2019-2020 academic year resulted in the waiver of annual SOL

assessments as well as certain other requirements. Preliminary data from the beginning of the

2020-2021 academic year indicates a reduction in school enrollment as parents opt to

homeschool or look to private school alternatives during the pandemic. The reduction in

enrollment would result in a significant reduction in funding if the current school funding

formula is used. Meanwhile, dealing with the impact of the public health crisis has increased the

resource requirements of our school divisions. A reduction in funding based upon the fall

decline in membership would likely stress many divisions to the point where they could no

longer provide the quality of education that is the standard in the Commonwealth.

The pandemic has highlighted areas of need for Virginia’s public education system to ensure

equity in opportunity for all students. As school divisions pivoted to support students through

multiple instructional methods including hybrid and virtual formats, four factors had a large

impact on consistent, effective implementation of quality instruction:

● lack of broadband infrastructure and access for all students;

● lack of devices for each student to access virtual instruction;

● lack of capacity of school divisions and professional development for educators to

support the shift to virtual teaching and learning; and

● the inadequacy of a virtual format to meet many students’ needs, particularly students

with special needs and younger students.

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Recent revisions to our accountability system, which emphasize the importance of student

growth, require that accreditation be waived for the 2020-2021 school year due to the lack of

assessments from spring 2020. The Superintendent of Public Instruction, Dr. James Lane, has

already taken such action. Decisions about the administration of assessments for the 2020-2021

school year is still pending and will be based on a variety of factors.

At the September 2020 meeting, the Board fulfilled its constitutional obligation to prescribe new

Standards of Quality. These standards set forth the minimum resources required to educate our

K-12 public school students, and are the same as those prescribed by the Board in October 2019.

During the 2020 session, the General Assembly did not pass the necessary legislation to codify,

the prescribed standards; instead, the General Assembly left the existing standards in place. The

Board of Education believes that the prescribed standards represent the minimum level of

resources needed to appropriately educate our K-12 public school students. The prescribed

standards place a significant emphasis on the importance of teachers and certain academic

support personnel. If we expect to see changes in outcomes and to provide every student in the

Commonwealth with a quality education, then we must change how we are using our resources.

The 2020 Annual Report on the Condition and Needs of the Public Schools in Virginia presents

the needs of public education, an update on the Board’s work, the Board’s reaffirmation of the

2019 revisions to the Standards of Quality, and an appendix of reports required by the Code of

Virginia.

I. The Needs of Public Education in Virginia

Despite the COVID-19 pandemic and the need to meet in a virtual setting, the Board’s work has

continued in earnest. Focused on the priorities laid out in its Comprehensive Plan, the Board and

the Virginia Department of Education (VDOE) continue to support the work of and have

provided guidance to local school divisions during the COVID-19 public health emergency,

while maintaining its constitutional and statutory duties.

Since the school closure in March, VDOE has worked closely with the Governor’s Office, the

Virginia Department of Health (VDH), and other state agencies to ensure local school divisions,

parents and the community have the most up-to-date information and resources. VDOE and the

Board have issued guidance documents and have consistently offered technical assistance and

feedback to local divisions to assist in their continuity of learning efforts and reopening plans.

VDOE established the Return to School Recovery Task Force, the Accreditation Task Force and

the Continuity of Learning (C4L) Task Force, each contributing to the comprehensive Recover,

Redesign, Restart 2020 plan. This guiding document addressed all facets of school operations,

and embedded links to resources and recommendations for school leaders within the reopening

parameters set forth by Governor Northam. Further, VDOE and the Board have issued guidance

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on a number of topics such as school nutrition, early learning and childcare, and instruction. To

support parents, families and caregivers, VDOE developed COVID-19 family resources, a parent

guide for school-age children, guidelines for military families, and several resources for families

of students with disabilities. These guidance documents and resources are updated as needed,

and available on the VDOE COVID-19 webpage.

VDOE has been, and will continue to track how divisions are reopening for the 2020-2021

school year. Local school divisions have been working closely with their public health officials

to monitor and evaluate changes in public health conditions and transmission rates in their area.

In late September, the Virginia Department of Health (VDH) released a public dashboard with

school metrics that includes new Virginia data applied to the recently released CDC Indicators

for Dynamic School Decision Making. Additionally, VDH updated their Interim Guidance for

Mitigation Measures in K-12 School Settings. These resources, coupled with the Governor’s

Phased Reopening Guidance, originally issued in June 2020 and updated September 28, 2020,

assist school leaders in developing reopening plans that best suit their communities, and allow

them to make changes as public health conditions evolve. Below is a map that illustrates the

operational status of each division as of September 22, 2020. To better understand where local

divisions are with reopening plans, student achievement and support for teachers, the Board

developed and sent out a mid-year reporting data collection survey. This survey will provide the

Board with valuable information to help set realistic expectations for the 2020-2021 school year,

and allow for mid-year course corrections and guidance, if needed.

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Despite the incredible efforts of VDOE and local school divisions, the pandemic has highlighted

deep inequities as it relates to the digital divide, due to lack of resources and connectivity.

Access to a device and high-speed internet is essential for all students and families, especially for

virtual and hybrid learning models. The State Council of Higher Education for Virginia

(SCHEV) estimates that 200,000 K-12 students in Virginia lack access to broadband at home.

Based on a recent National Education Association report, Digital Equity for Students and

Educators, 51 percent of children in under-resourced households lack full digital access in

Virginia, including access to broadband and a device.4 Twenty-six percent of Native students and

students of color do not have access to broadband and a device, and 17 percent of teachers do not

have access to broadband and a device at home.5 As of October 27, 2020, 72 local school

divisions reported still needing 52,000 plus devices for their students, with devices ordered in

June and July still awaiting delivery.

4 National Education Association Report: Digital Equity for Students and Educators, (2020).

https://www.nea.org/sites/default/files/2020-10/NEA%20Report%20-

%20Digital%20Equity%20for%20Students%20and%20Educators.pdf 5 Ibid

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Percent of School Aged Children in Households without Broadband Access6

6 National Education Association Report: Digital Equity for Students and Educators, (2020).

https://www.nea.org/sites/default/files/2020-10/NEA%20Report%20-

%20Digital%20Equity%20for%20Students%20and%20Educators.pdf

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In addition to the digital divide challenges, there are currently no regulations or standards in

place to direct or support virtual learning in its current modality. The Board has engaged in

discussions with the Superintendent of Public Instruction about this issue. Prior to the 2020-2021

school year, less than five percent of students in Virginia public schools were taught through

virtual instruction. At the opening of the 2020-2021 school year, approximately 87% of

Virginia’s students were receiving virtual instruction either every day or at least three days per

week. In addition, every school division offered their students the option for fully-remote

instruction. The sudden shift to virtual learning necessitated all divisions to provide access to a

learning management system (LMS) to teachers and students and provide professional

development for teachers on how to teach in a virtual setting. A variety of professional

development areas are needed to support teachers through virtual instruction including how to

build courses in a LMS, tech tools to engage students, how to create instructional videos and how

to support students social-emotional learning in a virtual environment. While divisions and

VDOE have worked diligently to provide this support to teachers, it takes time, experience, and

differentiated support to improve instructional efficacy in virtual teaching and learning. At the

same time, school leaders were focused on the logistics of safely bringing students back into

learning, be it in a model that is virtual, in-person, or a combination of the two, often referred to

as a hybrid model. The challenge of providing for the safety and physical distancing of students

in school facilities often necessitated splitting each class of students between two classrooms and

repurposing or hiring qualified staff to supervise students.

As an immediate response to the pandemic, the VDOE provided free access for all school

divisions to Virtual Virginia’s (VVA) LMS to support virtual learning through the Outreach

Program. Since that time, nearly all school divisions have joined VVA’s Outreach Program. The

VDOE utilized Coronavirus Aid, Relief and Economic Security (CARES) Act funding to support

VVA’s expansion of free Outreach Program services through the 2020-2021 school year. In

December, the full-time K-5 Pilot Program will launch to deliver synchronous and asynchronous

instruction to public school students in kindergarten through grade 5.

To further support teachers and school divisions, the VDOE has collaborated with VVA to

provide:

• extensive instructional content for teacher use in grades K-8;

• asynchronous courses and content for student intervention and acceleration in grades 3-8;

• asynchronous courses to support remediation, credit recovery, and independent learning

in grades 9-12; and

• professional development supporting teachers and educational leaders on effective

practices in virtual and hybrid instructional models.

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Furthermore, the VDOE has created a Virtual Teaching and Learning Hub to offer guidance and

support to students, teachers and families through synchronous and asynchronous learning.7 This

hub also provides best practices for instructional models and resources to assist teachers in

virtual teaching and learning approaches. In the absence of virtual learning standards, existing

standards and regulations governing traditional public schools, such as class-size ratios, apply in

a virtual setting. The Board believes that realistic goals and standards need to be promulgated to

ensure consistency and equity for all students.

Another equity challenge facing local school divisions is the inadequacy of a virtual format to

meet many students’ needs, particularly students with special needs, English Learners and

younger students. These students often have complex needs regarding accessing the curriculum.

While student success begins with ensuring that students understand the expectations and are

provided the tools needed for success; however, virtual learning often has limitations in

supporting these students due to individualized needs, student attention spans and the balance

between on-screen and off-screen learning activities. Teachers are encouraged to interact

personally with their students and their parents on a regular basis to offer valuable feedback.

VDOE has issued guidance in this area, and some divisions are offering in-person for these

vulnerable populations but challenges still exist.

While there are many challenges and uncertainties currently facing local school divisions, it is

anticipated that those challenges will continue long after the pandemic ends, including budgetary

impacts from enrollment loss and potential impacts on state and local funding sources. Since

public education funding is largely allocated based on a per-pupil basis, enrollment declines are

expected to negatively impact local school division budgets. A recent survey conducted by the

Virginia Association of School Superintendent (VASS), in which 123 of 132 divisions

responded, confirms that enrollment has dropped in the first few weeks of school reopening.8

Based on VDOE data, 38,150 fewer students are enrolled in Virginia public schools – likely due

to more students enrolling in private schools or homeschooling. The long-term impact of the

enrollment loss is not yet known. This type of fluctuation in funding, due to enrollment loss, will

have a sizable impact on the state budget and local school division budgets. The General

Assembly should hold local school divisions harmless for enrollment losses due to the COVID-

19 pandemic. This will provide local divisions consistency for planning and avoid potential staff

layoffs due to budget shortfalls.

The Board would like to thank and recognize the VDOE team for their tremendous efforts over

the past nine months. The work of this agency, and the extra hours devoted by so many, in

supporting students, families and school divisions has been extraordinary. Further, the Board

7 For more information, please visit https://www.doe.virginia.gov/instruction/virtual_learning/index.shtml. 8 Duncombe, C. (2020, October). Enrollment Losses Could Have Big Impacts on Schools Unless Lawmakers Take Action Now.

https://thehalfsheet.org/post/631246553607258112/enrollment-losses-could-have-big-impacts-on

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recognizes the remarkable efforts of the Commonwealth’s teachers and school leaders for their

incredible work to reopen schools, whether in-person or remote. Although there has been

reluctance by some to reenter the classroom, the creativity, enthusiasm and passion from our

educators has been evident across the Commonwealth. As our Commonwealth, and country,

have faced unprecedented challenges, the Board appreciates the incredible efforts of our teachers

and school leaders to educate Virginia’s young people and bring back a sense of normalcy. You

are our most valuable resource.

The Board’s Work

Section 2, of Article VIII of the Constitution of Virginia provides that standards of quality for the

several school divisions shall be determined and prescribed from time to time by the Board of

Education, subject to revision only by the General Assembly.

“Standards of quality for the several school divisions shall be determined and prescribed from

time to time by the Board of Education, subject to revision only by the General Assembly. The

General Assembly shall determine the manner in which funds are to be provided for the cost of

maintaining an educational program meeting the prescribed standards of quality, and shall

provide for the apportionment of the cost of such program between the Commonwealth and the

local units of government comprising such school divisions. Each unit of local government shall

provide its portion of such cost by local taxes or from other available funds.”

Between 1972 and 1982, the Board of Education prescribed the Standards of Quality for each

biennium, which were subsequently adopted by the General Assembly with revisions. In 1984,

the General Assembly established Chapter 13.1 of Title 22.1 of the Code of Virginia, codifying

the Standards of Quality, effectively impacting the Board of Education’s ability to fulfill its

constitutional duty to prescribe such standards. In 1988, the General Assembly replaced Chapter

13.1 of Title 22.1 of the Code with Chapter 13.2, recodifying the Standards of Quality into their

current form. Since the 1988 action, the General Assembly has passed 201 bills amending the

Standards of Quality, the overwhelming majority of which were unrelated to the Standards of

Quality as prescribed by Board of Education pursuant to its constitutional authority

§ 22.1-18 of the Code requires the Board of Education to indicate in its annual report to the

Governor and the General Assembly whether it recommends any change or addition to the

Standards of Quality:

“…[T]he Board of Education shall submit to the Governor and the General Assembly a report on

the condition and needs of public education in the Commonwealth and shall identify any school

divisions and the specific schools therein that have failed to establish and maintain schools

meeting the existing prescribed standards of quality. Such standards of quality shall be subject to

revision only by the General Assembly, pursuant to Article VIII, Section 2 of the Constitution of

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Virginia. Such report shall include…[a] complete listing of the current standards of quality for

the Commonwealth's public schools, together with a justification for each particular standard,

how long each such standard has been in its current form, and whether the Board recommends

any change or addition to the standards of quality…”

In 2019, following a two-year process of research, public input and discussion, the Board

concluded a significant review of the Standards of Quality at its October 2019 meeting. The

Board prescribed eight new standards and reinforced three of its previous recommendations.

Additionally, the Board recommended two items for budgetary action in support of the SOQ.

Each of these SOQ prescriptions and budgetary recommendations were thoughtfully aligned to

the Board’s Comprehensive Plan. They promote educational equity (Priority 1) by establishing

the resources required to fully support a system of quality education for all students, regardless

of background, including wrap-around services and other programs to increase opportunities for

all students to succeed. Additionally, the standards support educator recruitment, development

and retention (Priority 2) by promoting the equitable allocation of resources and high-quality

personnel and the implementation of teacher mentorship programs. Finally, the standards

support the implementation of the Profile of a Virginia Graduate and the revised school

accountability system (Priority 3) by deploying resources necessary to support continuous

improvement and alignment with higher education and workforce needs. These standards were

communicated to the Governor and General Assembly, through the Annual Report and other

avenues, to review and revise as outlined in the Constitution of Virginia.

During the 2020 General Assembly session, several pieces of legislation built upon the Board’s

SOQ prescriptions. Senate Bill 728 from Senator McClellan and House Bill 1316 from Delegate

Aird introduced the Board’s SOQ revisions in their entirety. While both received overwhelming

support in their respective policy committees, and SB 728 passed the floor of the Senate, both

were left without a hearing in the House Appropriations Committee.

Additionally, there were two sets of targeted bills, drawing on single action items from the

Board’s SOQ prescriptions. Senate Bill 910 from Senator Hashmi and House Bill 975 from

Delegate Guzman amended the ratios of instructional positions for English Learners and passed

with complementary language and funding in the Appropriation Act. Senate Bill 880 from

Senator Locke and House Bill 1508 from Delegate McQuinn made progress in amending the

school counselor ratios. Both bills passed but the ratios were revised for a more incremental

reduction in the school counselor ratios. However, Item 145.B.7.g of the 2020 Appropriation Act

overrode the amended Code language to keep the prior counseling ratios in effect. The

Appropriation Act, as enrolled in March, included funding for the 325:1 ratio in the second year

but this staffing item, along with the funding for amended ratios for English Learn teachers, was

unalloted during the April reconvene session.

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While the Board is cognizant of the economic challenges facing the Commonwealth, the 2020

General Assembly did not provide adequate funding for the prescribed Standards of Quality.

These standards are essential to fulfill the provision of a system of free public elementary and

secondary schools for all children of school age, as required in Article VIII of the Constitution.

At the September 17, 2020, meeting, the Board unanimously reaffirmed its support of the 2019

Standards of Quality by represcribing the standards.

Since the conclusion of the 2020 General Assembly session, Virginia’s public education system

and the Commonwealth have faced unprecedented challenges, and communities are reeling from

the consequences of persistent and unaddressed racial inequity. At the June 18, 2020 meeting,

the Board unanimously adopted a statement regarding systemic racism, racial justice and

education. In the statement, the Board recommitted to prioritizing equity in every facet of

Virginia’s public education system, to ensure every child receives what they need, when they

need it, to access a high-quality public education regardless of race, socioeconomic status, or

regional diversity. The statement acknowledged the importance of ongoing advocacy for the full

implementation of the revised Standards of Quality as they drive both funding and meaningful

outcomes for students.

Statement from the Virginia Board of Education on Systemic Racism, Racial Justice and

Education adopted unanimously June 18, 2020

The history of people of color, particularly Black Americans, in our country is a history of

strength, perseverance, courageous struggle, agency and hope. But we also know that history is

marked by exploitation, oppression, disenfranchisement, and discrimination. As part of broader

systems of oppression, people of color have been denied access to the schoolhouse based on the

color of their skin. The fight for equal access to public education is longstanding and endures to

this day. The brave actions of Mary Peake, Barbara Johns, Ruby Bridges, the Norfolk 17, and

countless other students, parents, and civil rights leaders helped break down racial barriers to

education. The Board recognizes that equal access to a high-quality public education is a

fundamental right of all Virginians, regardless of race, gender, creed, color or sexual orientation.

However, systemic racism and discrimination still exist in public education, and too often, a

student’s skin color or socioeconomic status predicts the quality of their educational

opportunities. As education leaders in the Commonwealth, we have a responsibility to recognize

and confront such racism and discrimination.

The Virginia Board of Education is committed to ensuring that Virginia students learn and

understand the complex and often untold history of Black Americans in Virginia, and our nation.

Through the work of the Commission on African American History Education, a review of

Virginia’s History Standards of Learning, instructional practices, and professional development

supports is underway, with recommendations due September 1, 2020. Further, the Virginia

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Department of Education is revising its process for reviewing all Standards of Learning so that

all voices are heard during the revision process. As part of the statutory duty to establish the

educational objectives for the Commonwealth, the Board is committed to making the necessary

revisions to the Virginia’s Standards of Learning to ensure an accurate and comprehensive

history of and contributions from Black Americans is taught in Virginia’s public schools.

Further, the Board remains committed to prioritizing equity in every facet of Virginia’s public

education system, to ensure every child receives what they need, when they need it, to access a

high-quality public education. This vision of equity extends across race, socioeconomic status,

and regional diversity. In October 2019, the Board prescribed revised Standards of Quality, and

advocated for their implementation during the 2020 General Assembly, in order for the

Commonwealth to make progress towards equity of opportunity and outcome for all

of Virginia’s students.

The current system of funding for our schools, codified as the Standards of Quality, has not

resulted in meaningful changes in educational outcomes. In fact, in combined effect with the

previously long-standing Standards of Accreditation, segregation in our schools has increased.

We have seen resources, in terms of funding and personnel, migrate to schools and localities that

disproportionately served fewer students of color. The result has been a recognized achievement

gap that continues to persist.

The Board of Education stands firm in its conviction that the state needs to change how it

structures public education funding, and how much it provides to public schools, primarily

through the Standards of Quality. Without such action, we believe student achievement gaps,

easily predicted by race and socioeconomic status, will stubbornly persist as they have for

decades.

An environment that fosters personal growth and economic opportunity is foundational to

broader societal equality. Education is the precursor to both. Without a meaningful change to

public education funding in Virginia, we believe that the unacceptable results we see today won’t

change.

Therefore, today the Board recommits to making good on the promise of a high-quality

education for every child by eliminating racial and socioeconomic inequities in Virginia’s public

education system. The Board calls on the Virginia General Assembly to make progress on

funding and implementing concepts embedded in the 2019 Standards of Quality in order to close

the achievement gap and advance equity of opportunity and outcome for Virginia’s students.

Additionally, the Board calls on fellow leaders across the Commonwealth to examine policies,

procedures and funding through the lens of racial inequity to implement necessary reform to

ensure children of every race have equal access to educational opportunity. Virginia’s leaders

have a shared responsibility to deliver on the promise of a high-quality education for every child,

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and together, with intentional action to dismantle racism and eliminate achievement gaps, we can

fulfill that promise for every learner.

Priority 1: Provide high-quality, effective learning environments for all students

Consistent with Virginia’s constitutional mandate, the Board seeks to provide a high-quality,

effective learning environment for all students. The current Standards of Quality have not

resulted in educational equity or equity of opportunity. Despite progress, there is a persistent gap

in student achievement, which the Board finds is directly related to persistent inequities in

educational opportunity in our schools.9

Virginia ranks as one of the wealthiest states in the country, but is one of seventeen states with

“regressive” school funding, meaning less funding is provided to high-poverty divisions than

wealthier divisions, and is among the most inequitable.10 Based on a 2018 analysis, high poverty

divisions in Virginia get 89 cents for every dollar compared to low poverty divisions.11 Through

the work of school improvement over the past decade, the Board has seen firsthand that our

children in poverty need additional services to be able to benefit from educational opportunity.

Our schools in high poverty areas do not have access to the same funding that schools in low-

poverty areas do, and they have greater numbers of students that require access to additional

services in order to receive the full benefit of the education being offered.

The current funding system, increasingly reliant on local funding, is inherently inequitable.

Students from historically disadvantaged backgrounds are often starting with less than their

peers, and require more targeted resources and wrap-around services, based on individual needs,

to achieve the same level of success as their peers. State funding must work to ensure equity

among divisions. For Virginia students, funding inequities translate to inequities in access and

opportunity to succeed in school and in life.

Early Childhood Education

During the 2020 session, the General Assembly passed House Bill 1012 and Senate Bill 578.

These bills, and associated funding, both part of Governor Northam’s 2020 Early Childhood

Legislative Package, establish the Board and VDOE as responsible for the oversight and

administration of early care and education out of the home by creating a single point of

accountability for school readiness, effective July 1, 2021. Additionally, the legislation created

an Early Childhood Advisory Committee to the Board, which will serve as Virginia’s Early

9 de Brey, C., Musu, L., McFarland, J., Wilkinson-Flicker, S., Diliberti, M., Zhang, A., Branstetter, C., and Wang, X. (2019).

Status and Trends in the Education of Racial and Ethnic Groups 2018 (NCES 2019-038). U.S. 10 Darling-Hammond (2019) Investing for Student Success: Lessons from State School Finance Reforms. Palo Alto, CA: The

Learning Policy Institute. https://learningpolicyinstitute.org/product/investing-student-success-school-finance-reforms-report 11 Baker, Farrie, Sciarra. (2018) Is School Funding Fair? A National Report Card (Seventh Edition). Newark, NJ: Education

Law Center and Rutgers Graduate School of Education.

http://www.edlawcenter.org/assets/files/pdfs/publications/Is_School_Funding_Fair_7th_Editi.pdf.

18

Childhood Advisory Committee (ECAC) as required for federal grants, and will advise and vet

policies and regulations, making recommendations to the Board on related matters. In the

coming months, the Board will begin recruiting for and launch the ECAC to advise on new

uniform measurement and improvement system guidelines and regulations and prepare for the

transition of licensing and subsidy regulations. Creating a single point of accountability with the

Board and VDOE will help increase access, strengthen quality, and improve school readiness

outcomes for young learners in Virginia.

Since the passage and signing of HB1012 and SB578, the Child Care Quality and Professional

Development team and the Head Start State Collaboration Office were successfully transitioned

from the Virginia Department of Social Services (VDSS) to VDOE. VDOE and VDSS executed

a Memorandum of Agreement (MOA) to transfer responsibility for managing the

implementation of Virginia’s quality initiatives for the Child Care and Development Block Grant

(CCDBG) from VDSS to VDOE effective July 1, 2020. Two additional MOAs are near-final:

one laying out details and contractual arrangements for the transition of child care licensing

functions effective July 1, 2021 and another detailing the transition of Maximum Employment

Level (MEL) and CCDBG funds to support transitional hiring at VDOE in FY2021. A fourth and

final MOA is underway regarding the transition of CCDBG Lead Agency responsibilities and the

ongoing relationship between the two agencies as VDOE accepts oversight of the Child Care

Subsidy Program (CCSP) while VDSS continues to administer it through its network of local

offices. Finally, VDOE and VDSS are working collaboratively to build and launch a new

licensing platform using Salesforce Lightning.

Education Funding

According to the Joint Legislative Audit and Review Commission’s report Virginia Compared to

the Other States: 2020 Edition, Virginia ranks 26th of 50 for state and local per pupil funding for

Pre K-12 education, and 40th of 50 for state per pupil funding. These figures demonstrate the gap

between state and local funding of public education. The majority of public school funding in

Virginia, 53 percent, is from localities. The state contributes 40 percent of public school funding,

with seven percent from federal sources. Recent budget actions unalloted $406 million in K-12

funding. This action hit local school divisions with the highest poverty rate twice as hard as

divisions with the lowest poverty rates. Furthermore, divisions with the highest percentage of

students of color will lose out on 23% more per student funding than school divisions with the

lowest percentage of students of color.12 Despite some progress by the legislature, state support

is still down 8 percent per student for the 2019-2020 school year in real dollars compared to

2009-2010.13 Local governments continue to provide a greater share of funding, which

12 The Commonwealth Institute for Fiscal Analysis. Virginia Can Choose Equity for School Funding During Economic Crisis.

(2020). https://www.thecommonwealthinstitute.org/2020/06/08/virginia-can-choose-equity-for-school-funding-during-

economic-crisis/ 13 Ibid

19

continues to skew funding towards schools in wealthier localities. For Fiscal Year 2019, Virginia

localities invested $4.1 billion above the required local effort for SOQ programs. Because not all

localities have the capacity to provide additional investments, this heavy reliance on local

funding skews funding totals toward schools in wealthier localities, causing inequitable resources

and opportunities for low-income students.

Changing Student Enrollment

Over the past ten years, Virginia’s student enrollment has grown more diverse (Chart I).

Chart I: Student Enrollment by Race

Source: VDOE Fall Membership

The total student population has increased over four percent (53,047 students), from 1,245, 036

students in 2009-2010 to 1,298,083 students in 2019-2020; moreover, the number of

economically disadvantaged students, English Learners, and students with certain disabilities has

increased dramatically. The number of economically disadvantaged students has increased by 26

percent (107,053 students), from 410,322 students in 2009-2010 to 517, 375 students in 2019-

2020. Economically disadvantaged students are students who: (1) are eligible for Free/Reduced

Meals; (2) receive Temporary Assistance for Needy Families (TANF); (3) are eligible for

Medicaid; or (4) identify as either migrant or experiencing homelessness. The number of English

Learners has increased by almost 19 percent over a five-year period, from 97,879 students in

2014-2015 to 116,454 in 2019-2020, currently representing almost nine percent of the total

student population. In addition, during that same 10-year period, the number of students

identified with autism has increased by 141 percent (13,697students), from 9,742 students in

2009-2010 to 23,439 in 2019-2020, and the number of students identified in the other health

impairments disability category has increased by 36 percent (9,474 students), from 26,498

American Indian or

Alaska Native, 0.32%

Asian, 5.82%

Black, not of Hispanic

origin, 25.42%

Hispanic, 9.39%

Native Hawaiian or Pacific Islander,

0.12%

Unknown -Race/Ethnicity not provided, …

White, not of Hispanic

origin, 56.03%

Student Enrollment by Race and Ethnicity, 2009-2010 American

Indian or Alaska Native, 0.26%

Asian, 7.21%

Black, not of

Hispanic origin, 21.83%

Hispanic, 17.02%

Native Hawaiian or Pacific Islander,

0.17%

Non-Hispanic,

two or more races, 5.95%

White, not of

Hispanic origin, 47.56%

Student Enrollment by Race and Ethnicity, 2019-2020

20

students in 2009-2010 to 35,972 students in 2019-2020. Amongst the English Learner

population, Students with Limited or Interrupted Formal Education (SLIFE) or Students with

Interrupted Formal Education (SIFE) require additional supports in the classroom as well as

supports to help with the transition to a new country, social-emotional skills, or childhood

trauma. Data on these student groups is not currently collected, but a process is underway to

begin collecting this data in the future to better understand and support these students.

The changing makeup of our schools has an impact on resources and supports needed for

students, as well as the additional costs to educate some of our most vulnerable student

populations. Research supports what intuition tells us: schools serving more economically

disadvantaged children, more English Learners, and children who need more support services

need more resources than their more advantaged counterparts to close the achievement gap and

yield successful student outcomes.

To provide high-quality effective learning environments for all students, the Board’s

represcribed Standards of Quality:

● Creates the Equity Fund within the SOQ, which consolidates and expands the At-Risk

Add On and Prevention, Intervention, and Remediation funds to distribute resources

based on the divisionwide free lunch rate. School divisions would use the funds to (1)

provide for additional instructional or specialized student support positions; (2) support

programs for students who are educationally at-risk or need prevention, intervention, and

remediation; or (3) provide targeted compensation adjustments to assist in recruiting and

retaining experienced teachers in high poverty schools;

● Amends the staffing requirements for English Learner teachers to differentiate the

distribution of positions based on the proficiency level of students in each school

divisions, while maintaining local flexibility in deploying those positions;

● Creates a new staffing category for specialized student support personnel with specified

ratios for the positions of school nurse, school social worker, and school psychologist,

removing them from the SOQ support position category; and

● Provides reading specialists positions for students in grades K-5, based upon the number

of students failing third-grade Standards of Learning reading assessments, shifting the

Early Reading Intervention Program into the SOQ.

Priority 2: Advance policies that increase the number of candidates entering the teaching

profession and encourage and support the recruitment, development, and retention of well-

prepared and skilled teachers and school leaders

Like much of the nation, Virginia continues to face a shortage of quality educators entering and

remaining in Virginia’s public schools. This decline is correlated with low teacher salaries and

lack of commitment to tap financial resources to correct this crucial situation. Teacher vacancies

21

are found in every region of the Commonwealth, but are not distributed evenly. The number of

unfilled positions increased from 440 during the 2010-2011 school year to a height of 1,081 in

the 2016-2017 school year, then dropped slightly in the 2017-2018 and 2018-2019 school year.

In the 2019-2020 school year, the number went up to 1,063 (Chart II). The percent of

provisionally licensed and inexperienced teachers has similarly climbed. This shortage has

reached emergency levels in many high poverty school divisions that do not have the resources

to compete with other school divisions.

In school year 2018-2019, inexperienced and provisionally licensed teachers are concentrated in

Virginia’s high poverty schools:

● High poverty schools (the highest quartile based on free/reduced priced lunch student

percentage) have an average of 7.2% inexperienced teachers (in their first year of

teaching) and 10.3% provisionally licensed teachers

● Low poverty schools (the lowest quartile of the percent of students eligible for

free/reduced priced lunch) have an average of 4% inexperienced teachers and 6.3%

provisionally licensed teachers.14

Research has shown that investments in instruction, especially quality teachers, leverage the

largest gains in student performance.15 Up to 25% of the variance in test scores can be attributed

to differences in teacher quality.16 Research indicates that being taught by a teacher in the top

quartile of effectiveness for four consecutive years would eliminate achievement gaps between

black and white students.17 This is concerning as black students are nearly two times more likely

to be assigned an ineffective teacher, and half as likely to be assigned to the most effective

teacher.18 These inequities are reflected within different schools in single school divisions and

across school divisions.

14 Virginia School Quality Profile (https://schoolquality.virginia.gov/virginia-state-quality-profile#desktopTabs-7) 15 Darling-Hammond (2019) Investing for Student Success: Lessons from State School Finance Reforms. Palo Alto, CA: The

Learning Policy Institute. https://learningpolicyinstitute.org/product/investing-student-success-school-finance-reforms-report 16 Rockoff, J. E. (2004). The impact of individual teachers on student achievement: Evidence from panel data. American

Economic Review, 94(2), 247-252Nye, B., Hedges, L. V., & Konstantopoulos, S. (2000). The effects of small classes on

academic achievement: The results of the Tennessee Class Size Experiment. American Educational Research Journal, 37(1),

123-151.) 17 Gordon, R., Kane, T. J., & Staiger, D. O. (2006). Identifying effective teachers using performance on the job. Hamilton project

discussion paper. Washington, DC: Brookings Institution 18 Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement.

University of Tennessee Value-Added Research and Assessment Center.

22

Chart II: Number of Unfilled Positions by Year Since 2010

Source: Virginia Department of Education Instructional Personnel Data Collection System

Financial incentives can impact teacher recruitment and retention. Research shows that state financial

incentive programs have the potential to direct teachers to shortage areas, but these incentive programs

lose their appeal if they are not sufficient, sustainable, and paired with improvements to working

conditions. The Brookings Institution states most effective teachers are willing to teach in high-poverty

schools if provided at least $15,000 in supplemental compensation. However, many of these school

divisions do not have the resources to provide competitive compensation.

In addition to attracting teachers, curbing teacher turnover is important. Teacher attrition in the United

States has increased steeply since the 1990s.19 Since 2004-2005, teacher turnover has been fairly stable

but national data indicates that five-year teacher turnover rates are 17 percent and teacher attrition rates

account for about eight percent annually.20 Much of the demand for new teachers is caused by attrition.

Recently, attrition has accounted for more than 95 percent of demand, and in years to come, it will

continue to account for at least 85 percent of annual demand. About a third of teacher attrition is due to

retirement but pre-retirement attrition accounts for the largest share of turnover, which includes those

who move away or leave to raise a family. Another eight percent of teachers shift to different schools

each year. For the past nine years in Virginia, teacher turnover rates have been above ten percent (Chart

III). While the specific reasons for departure are not collected, nationally the majority reasons for

teacher turnover include lack of administrative support, poor teaching conditions, lower salaries

compared to similarly educated professions, and accountability pressures. It is not yet known how the

COVID-19 pandemic will impact teacher turnover and retention rates.

19 Carver-Thomas, D. & Darling-Hammond, L. (2017) Teacher turnover: Why it matters and what we can do about it. Palo Alto, CA:

Learning Policy Institute. https://learningpolicyinstitute.org/product/teacher-turnover. 20 Aragon, S. (2016). Teacher shortages: What we know. Education Commission of the States.

0

200

400

600

800

1000

1200

SY2010 SY2011 SY2012 SY2013 SY2014 SY2015 SY2016 SY2017 SY2018 SY2019

Nu

mb

er

of

un

fille

d p

osi

tio

ns

23

Chart III: Ten-Year Trend in Teacher Turnover for Virginia

Source: Virginia Department of Education Instructional Personnel Data Collection System

Teacher induction and mentorship programs are a strategy that can help retain new teachers. New

teachers who are poorly supported or underprepared are more likely to leave the profession within the

first five years. Comparatively, teachers who are assigned a mentor during their first year in the

classroom are more likely to teach for at least five years. Comprehensive mentorship and induction

programs can improve teacher retention and accelerate the professional growth of a teacher, providing a

positive return on investment and improving student learning. Currently, the Appropriation Act allocates

$1 million annually to fund teacher mentor programs, providing about $206 per teacher mentor to school

divisions. This level of funding is insufficient to attract experienced teachers to provide thoughtful and

holistic mentoring to new teachers.

In addition to teacher mentorship, principal leadership and support are among the most important factors

in teachers’ decisions about whether to stay in a school or in the profession.21 Principal turnover

negatively affects teacher retention, teacher quality, and student achievement. Principal stability is

needed to develop strong, trusting relationships with students, teachers and the community as well as

more positive working conditions. A 2009 study by New Leaders, found that more than half of schools

impact on student gains can be attributed to both principal and teacher effectiveness – 25 percent and 33

percent respectively.

To increase the number of candidates entering the teaching profession and support the recruitment,

development and retention of well-prepared and skilled teachers and school leaders, the Board’s

represcribed Standards of Quality:

21 Podolsky, A., Kini, T., Bishop, J., & Darling-Hammond, L. (2016). Solving the Teacher Shortage: How to Attract and Retain Excellent

Educators (research brief). Palo Alto, CA: Learning Policy Institute.

8.8%

12.5%

10.4% 10.0%

11.4% 11.3%10.4% 10.0%

10.8% 10.5%

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

Teac

he

r Tu

rno

ver

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e

24

● Establish a new Teacher Leader program, and expand the existing Teacher Mentor program,

whereby additional compensation and additional time is provided during the instructional day for

locally-designated staff to serve in leadership and mentorship program roles;

● Establish a statewide principal mentorship program to strengthen and foster the expanding role

of quality school leaders who support teacher retention and student achievement; and

● Move the K-3 Class Size Reduction program into the Standards of Quality, and incorporate

flexibility to allow larger class sizes for experienced teachers who are provided compensation

adjustments.

While the Board does not offer specific recommendations, part of the discussion on teacher recruitment,

development, and retention must focus on teacher salaries. When compared to similarly educated

professions across the country, Virginia teacher wages are less competitive, earning about 30 percent

less than their peers in similarly educated professions.22

As expected, salary and earning potential play a role in career choice selection. As of 2018-2019,

Virginia ranked 32nd nationally for average salary of K-12 teachers. According to the National

Education Association’s Rankings of States 2019 report, the average teacher salary in Virginia is

$51,994 while the national average is $60,477. According to the U.S. Department of Education

Beginning Teacher Longitudinal Study (BTLS), the percentage of beginning teachers who continued to

teach after the first year varied by first-year salary level. For example, 97 percent of beginning teachers

whose first-year base salary was $40,000 or more, $46,943 in today’s dollars when adjusting for

inflation, were still teaching in 2008-2009 versus, 87 percent of beginning teachers whose first-year base

salary was less than $40,000. In Virginia, the average starting salary for a teacher with a bachelor’s

degree is $42,089, ranging from $32,823 to $53,730.

Priority 3: Ensure successful implementation of the Profile of a Virginia Graduate and the

accountability system for school quality as embodied in the revisions to the Standards of

Accreditation

The Board, with the support of the General Assembly and substantial engagement of education leaders

and the public across the Commonwealth, adopted significant changes to the Standards of Accreditation,

including the development of the Profile of a Virginia Graduate and reforms to school accreditation, in

November 2017. Beginning with the 2018-2019 school year, the revisions became effective and the

Virginia Department of Education began implementing the changes.

The Profile describes the knowledge, skills, competencies, and experiences students should attain during

their K-12 education to make them “life-ready,” and prepared to succeed in the evolving economy. The

Profile articulates four broad areas that are key to preparing students for life after high school – content

knowledge, workplace skills, community engagement and civic responsibility, and career exploration. It

22 Baker, Farrie, Sciarra. (2018) Is School Funding Fair? A National Report Card (Seventh Edition). Newark, NJ: Education Law Center

and Rutgers Graduate School of Education.

http://www.edlawcenter.org/assets/files/pdfs/publications/Is_School_Funding_Fair_7th_Editi.pdf

25

also includes increased career exposure, exploration, and planning beginning in the elementary grades. In

the high school grades, there is an emphasis on increased opportunities for internships, and work and

service-based learning experiences to achieve workplace and citizenship skills. As part of the Profile, the

Board changed Virginia’s graduation requirements to provide more flexibility for student course

selection and reduced the number of Standards of Learning (SOL) tests needed for graduation. The new

graduation requirements went into effect for the entering ninth grade class of 2018-2019.

Virginia’s new accountability system provides a more comprehensive picture of school quality that drives

continuous improvement for all schools and informs areas of technical assistance and school

improvement resources from the Virginia Department of Education. Through multiple indicators, each

school is held accountable for attainment based on performance benchmarks. Performance benchmarks

measure actual performance or improvement or decline in performance over time, or a combination of the

two, for each school quality indicator. Based on performance on these indicators, divisions receive

customized support and oversight from the Virginia Department of Education to ensure continuous

improvement toward the goal of a quality education for all students. Due to the COVID-19 pandemic,

accreditation has been waived for the 2019-2020 and 2020-2021 school years.

While the new accountability system was implemented beginning with the 2018-2019 school year, the

Board has begun a process to review the positive, negative and unintended consequences of those 2017

revisions. The Board created the Special Committee to Review the Standards of Accreditation. That

special committee began their work in June 2020. To date, the special committee has received briefing

presentations on the 2017 revisions, the different components of the SOA, a state accreditation data

review and an update on school quality actions and technical assistance from VDOE staff. Additionally,

the special committee received an overview of school accountability systems across the country from the

Education Commission of the States and has engaged with numerous education stakeholders to solicit

their feedback on the positive, negative and unintended consequences of the current SOA. Next year, the

committee intends to bring forward potential revisions to the regulations for the Board’s consideration.

To ensure successful implementation of the Profile of a Virginia Graduate and the accountability

system, the Board’s represcribed Standards of Quality:

● Establish state-level and regional work-based learning coordinators to foster connections

between school divisions and the business community to advance work-based learning

opportunities in each division.

In addition to the represcribed Standards of Quality, the Board reaffirms the following revisions

approved by the Board in 2016:

● To provide one full-time school counselor for every 250 students;

● To provide one full-time principal in every school;

● To provide one full-time assistant principal for each 400 students; and

26

Further, the Board recommends the General Assembly eliminate the measures that were implemented

during the recession - the “support position cap” and the temporary flexibility language waiving certain

staffing requirements.

While the Board has focused much of its recent efforts on responding to the COVID-19 pandemic, its

commitment to equity and the Special Committee’s review of the Standards of Accreditation, there are

several other noteworthy actions taken over the past year.

● In January, the Board approved revisions to the Health Education Standards of Learning. The

revised standards increase the focus on mental wellness and social-emotional skills.

● In May, the Board approved revisions to the Fine Arts Standards of Learning. The new

standards reflect improved cultural competency language, shift to focus on innovation of the art

form, and fully align with the 5C’s: Critical Thinking, Creative Thinking, Communication,

Collaboration, and Citizenship. Additionally, the revisions add Dance Arts Standards of

Learning for grades K-5 and 7-8 and Theatre Arts Standards of Learning for K-5.

● Also at the May meeting, the Board approved Virginia’s Perkins V Four-Year State Plan. The

plan reviewed the split of local distribution of Perkins funds, established a reserve fund based on

maintaining the 85/15 split of fund between secondary and postsecondary education and selected

Virginia’s secondary Perkins program quality indicators.

● The Board approved comprehensive revisions to the Suicide Prevention Guidelines at their June

meeting. The revised Guidelines incorporated recommendations made by the Children’s Cabinet

Student Safety Workgroup, reflect current research, align with partner state agency efforts, and

link to a variety of resources available to schools to support implementation. This was a major

revisions to the guidelines in content and form that reflects current research on effective practice

in approaches to suicide prevention, intervention, and postvention.

● In September, the Board approved new textbooks and instructional aids for K-12 science. The

review included a Board-directed equity focus to ensure diversity and cultural relevancy.

● The Board approved a series of edits to the History and Social Science Standards of Learning

and SOL Curriculum Framework to implement recommendations from Governor Northam’s

Commission on African American History Education at the October meeting. The edits approved

by the Board expand the content of Virginia’s history standards by adding additional depth and

context. The Board will also consider commission recommendations that would represent the

introduction of new content and areas of study during the comprehensive, regularly scheduled

review of the History and Social Science Standards of Learning, which will begin next year. The

review will culminate with the adoption in 2022 of new history and social science standards.

27

II. Summary of Progress and Achievement

By many national and state measures, Virginia’s public K-12 schools, students, and educators continue

to improve and lead the way in academic achievement and accountability:

● Education Week’s Quality Counts 2020 report ranked Virginia fifth in the nation in student

achievement based on the performance of students on national assessments in reading and

mathematics, graduation rates and achievement on Advanced Placement examinations. K-12

student achievement comprises one-third of Education Week’s Quality Counts rating system.

Virginia was awarded a B on its “Chance for Success Index” and a C-plus for school finance.

● Virginia’s 2020 public school seniors achieved an average combined score of 1116 on the SAT,

which represents a three-point improvement over the performance of 2019 graduates, and is 65

points higher than the national average for public school seniors. Sixty-five percent of Virginia’s

2020 public school graduates took the SAT, making it the most popular college admissions test

in the Commonwealth. Approximately 2,700 fewer Virginia graduates took the SAT last spring

due to the curtailment of SAT testing because of the coronavirus pandemic.

● During the 2018-2019 school year, students earned a total of 158,452 Career and Technical

Education (CTE) credentials, and 126,041 students earned one or more CTE credential,

remaining stable from the 2017-2018 school year.

● The percentage of 2020 graduating seniors in Virginia public high schools who met the ACT’s

college-readiness benchmark in each content area (English, reading, mathematics and science)

was 20 or more points higher than the percentages for public graduates nationwide.

o 82 percent of Virginia seniors met the benchmark in English, compared with 58 percent

nationwide;

o 69 percent met the benchmark in reading; compared with 45 percent;

o 62 percent met the benchmark in mathematics; compared with 37 percent;

o 60 percent met the benchmark in science, compared with 36 percent; and

o 48 percent met the benchmarks in all four subjects, compared with 26 percent.

● Virginia’s on-time graduation rate increased slighting to 92.3 percent in 2020, up from 91.5

percent in 2019. The majority of students in the class of 2020, 51.8 percent, earned an advanced

diploma. The drop-out rate for the class of 2020 was 5.1 percent, compared with 5.6 percent for

the previous graduating class.

Accreditation Status

Due to the COVID-19 pandemic, school accreditation was waived for the 2019-2020 school year, and

has been waived for the 2020-2021 school year, pursuant to Chapter 1283 of the 2020 Acts of Assembly

granting the Superintendent of Public Instruction the authority to grant temporary flexibility or waivers

28

of certain deadlines and requirements as provided in Title 22.1 of the Code of Virginia that cannot be

met for Fiscal Year 2020 or Fiscal Year 2021 due to the state of emergency and subsequent school

closures. Additionally, the Virginia Department of Education, on behalf of the Board, submitted an

application to the U.S. Department of Education (USED) to waive assessment (Standards of Learning

tests) requirements under the Every Student Succeeds Act during the 2019-2020 school year. The waiver

was approved in the April 2020 by USED.

Suspension Rates among Demographic Groups

Due to COVID-19 pandemic, Virginia public schools closed in March. The number of students

suspended and expelled decreased significantly from the 2018-2019 school year. However, the percent

of short-term suspensions, long-term suspensions and expulsions continue to show disproportionality for

Black and disabled students. Although Black students made up 22 percent of the student population in

2019, they accounted for 50 percent of the short-term suspensions, 55 percent of long-term suspensions,

and 50 percent of expulsions. Minor progress has been made since 2017 where Black students accounted

for 52 percent of short-term suspensions and 59 percent of long-term suspensions.

* the percent of expulsions for Hispanic and Other students are suppressed due to small values

This chart outlines the percent of total student enrollment for each reporting group compared to the

percent of discipline actions.

Conclusion

The Board is committed to creating a more equitable public education system supported by a high-

quality, diverse teacher workforce, utilizing its authority provided in the Virginia Constitution and Code

of Virginia. Addressing conditions that affect student learning and well-being requires additional

investments of resources – financial and human capital. The COVID-19 pandemic has highlighted the

deep inequities that exist in our public education system. Addressing these needs require financial

resources and partnerships between the Board, General Assembly, the Governor, and local school boards

and divisions. The comprehensive Standards of Quality issued by the Board in 2019, and represcribed in

0%

10%

20%

30%

40%

50%

60%

Black White Hispanic Other Students withDisabilities

Percent of Suspensions and Expulsions by Race Groups for the 2019-2020 School Year

Enrollment Short-Term Long-Term Expulsion*

29

September 2020, are founded in research and best practice. If funded, the Standards would make

significant progress toward creating a more equitable public education system for Virginia’s students

and help the Commonwealth rebound from the COVID-19 pandemic.

30

APPENDICES

Appendix A: Constitutional and Statutory Requirements

Appendix B: 2019-2020 Revisions to the Standards of Quality

Appendix C: Resolution Prescribing the Standards of Quality for Public Schools in Virginia

Appendix D: Standards of Quality (SOQ) represcribed by the Board of Education on September

17, 2020

Appendix E: Summary of Compliance and Non-Compliance with the Standards of Quality

(SOQ) for 2019-2020

Appendix F: School Divisions Reporting Full Compliance with the Standards of Quality for

2019-2020

Appendix G: School Divisions Reporting Noncompliance with One or More Provisions of the

Standards of Quality (SOQ) for 2019-2020

Appendix H: Charter School Report and Information on Parent and Student Options

Appendix I: Analysis of School Division Reporting Requirements

Appendix J: Status Report Regarding Multidivision Online Learning

Appendix K: Virtual Virginia Brief

31

APPENDIX A – CONSTITUTIONAL AND STATUTORY REQUIREMENTS

The following sections of the Constitution of Virginia and Code of Virginia outline the statutory

requirements for the Virginia Board of Education’s Annual Report on the Condition and Needs

of Public Schools in Virginia presented to the Governor and General Assembly:

Article VIII, Section 5. Powers and Duties of the Board of Education

The powers and duties of the Board of Education shall be as follows:…(b) It shall make annual

reports to the Governor and the General Assembly concerning the condition and needs of public

education in the Commonwealth, and shall in such report identify any school divisions which

have failed to establish and maintain schools meeting the prescribed standards of quality.

§ 22.1-18. Report on education and standards of quality for school divisions; when submitted and

effective.

By December 1 of each year, the Board of Education shall submit to the Governor and the

General Assembly a report on the condition and needs of public education in the Commonwealth

and shall identify any school divisions and the specific schools therein that have failed to

establish and maintain schools meeting the existing prescribed standards of quality. Such

standards of quality shall be subject to revision only by the General Assembly, pursuant to

Article VIII, Section 2 of the Constitution of Virginia. Such report shall include:

1. A complete listing of the current standards of quality for the Commonwealth's public

schools, together with a justification for each particular standard, how long each such

standard has been in its current form, and whether the Board recommends any change or

addition to the standards of quality;

2. Information regarding parent and student choice within each school division and any

plans of such school divisions to increase school choice;

3. A complete listing of each report that local school divisions are required to submit to

the Board or any other state agency, including name, frequency, and an indication of

whether the report contains information that the local school division is also required to

submit to the federal government;

4. An explanation of the need to retain or maintain the frequency of any report identified

pursuant to subdivision 3; any recommendation for the elimination, reduction in

frequency, or consolidation of reports identified pursuant to subdivision 3 when such

elimination, reduction in frequency, or consolidation would require an amendment to the

laws of the Commonwealth; and a description of any other report identified pursuant to

subdivision 3 that the Board has eliminated, reduced in frequency, or consolidated; and

5. A complete listing of each report pertaining to public education that local school

divisions are required to submit to the federal government, including name and

frequency.

§ 22.1-212.15. Report of public charter schools.

32

The Board shall report the number of public charter schools established in the Commonwealth,

as well as the number of charters denied, in its annual report to the Governor and the General

Assembly pursuant to § 22.1-18.

§ 22.1-212.25. Information regarding online courses and virtual programs; report.

… C. Beginning November 1, 2011, and annually thereafter, the Board of Education shall

include in its annual report to the Governor and the General Assembly information regarding

multidivision online learning during the previous school year. The information shall include but

not be limited to student demographics, course enrollment data, parental satisfaction, aggregated

student course completion and passing rates, and activities and outcomes of course and provider

approval reviews. The November 1, 2011, report shall be an interim progress report and include

information on the criteria and processes adopted by the Board and outcomes of provider

applications…

§ 22.1-253.13:3. Standard 3. Accreditation, other standards, assessments, and releases from state

regulations.

A. ...The superintendent and the school board chairman shall certify to the Board of

Education, as a part of certifying compliance with the Standards of Quality, that there is a

justification in the Individual Education Program for every student who takes the Virginia

Grade Level Alternative. Compliance with this requirement shall be monitored as a part

of the special education monitoring process conducted by the Department of Education.

The Board shall report to the Governor and General Assembly in its annual reports

pursuant to § 22.1-18 any school division that is not in compliance with this requirement.

§ 22.1-253.13:6. Standard 6. Planning and public involvement.

A. …In the annual report required by § 22.1-18, the Board shall include an analysis of

the extent to which these Standards of Quality have been achieved and the objectives

of the statewide comprehensive plan have been met….

§ 22.1-253.13:8. Compliance.

Noncompliance with the Standards of Quality shall be included in the Board of

Education's annual report to the Governor and the General Assembly as required by §

22.1-18.

For Additional Copies

Additional copies of the report are available by contacting the Office of Board Relations at the

Virginia Department of Education, P.O. Box 2120, Richmond, VA 23218; phone: 804-225-2540;

or e-mail BOE@doe.virginia.gov.

The report may be viewed online at: www.doe.virginia.gov/boe/reports

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APPENDIX B – 2019-2020 REVISIONS TO THE STANDARDS OF QUALITY

Standards of Quality

To fulfil the requirements of § 22.1-18(1) of the Code of Virginia, this appendix includes:

• a brief description and justification for each of the Standards of Quality;

• a review of the most recent changes to each Standard; and

• the Board of Education’s revisions to the Standards.

A complete copy of the Standards of Quality, as of July 1, 2020, can be found in Appendix E.

§ 22.1-253.13:1 Standard 1. Instructional programs supporting the Standards of Learning

and other educational objectives

Standard One provides that General Assembly and Board of Education’s fundamental goal for

public education system is “to enable each student to develop the skills that are necessary for

success in school, preparation for life, and reaching their full potential,” and recognizes that the

quality of education depends on the provision of:

(i) the appropriate working environment, benefits, and salaries necessary to ensure the

availability of high-quality instructional personnel;

(ii) the appropriate learning environment designed to promote student achievement;

(iii) quality instruction that enables each student to become a productive and educated

citizen of Virginia and the United States of America; and

(iv) the adequate commitment of other resources.

Standard One further requires the Board of Education to establish Standards of Learning (SOL),

and specifies minimum expectations for the SOL.

Standard One also requires local school boards to implement the Board’s SOL, and establishes

other instructional expectations, including remediation, special education, adult education,

English learner, and gifted programs.

Justification

This standard establishes broad goals for decision makers related to Virginia’s public

education system and recognizes the inputs necessary to support a quality education.

The standard establishes consistent minimum expectations for quality instructional

programs across Virginia school divisions.

Recent Amendments by the General Assembly

This standard was last amended in 2019, by House Bill 2123, which permits each local

school board to enter into College and Career Access Pathways Partnerships

(Partnerships), with comprehensive community colleges or other public institutions of

higher education or educational institutions that offer a career and technical education

34

curriculum. This amendment was not initiated by a recommendation of the Board of

Education.

2019-2020 Board-approved Revisions

The Standards of Quality represcribed by the Board of Education on September 17, 2020

include the following changes to Standard 1:

• Establishment of a statewide principal mentorship program to strengthen and

foster the expanding role of quality school leaders that support teacher retention

and student achievement.

• Technical amendments to references to prevention, intervention, and remediation

funds, early reading intervention funds, and at-risk funds, to facilitate changes to

Standard 2 that would establish the “Equity Fund” and staffing requirements for

reading specialists.

• Establishment of a state-level and regional work-based learning coordinator

system to foster connections between school divisions and the business

community to advance work-based learning opportunities in each school division.

§ 22.1-253.13:2 Standard 2. Instructional, administrative, and support personnel

Standard Two requires school boards to employ qualified licensed personnel, and establishes

minimum student to staff ratios for various staffing categories. This standard also requires

school boards to provide support services, with staffing levels determined by each local school

board. The ratios established in this standard direct the bulk of Virginia’s SOQ funding.

Justification

This standard establishes consistent minimum expectations for the quality and quantity of

staff provided across Virginia, which are critical resources needed to provide a quality

learning environment and appropriate working environment. This standard is critical to

Virginia’s school funding model.

Recent Amendments by the General Assembly

This standard was last amended in 2020, by House Bill 1530 and Senate Bill 880, which

reduce the staff to student ratios required for school counselors to 1:375 in elementary

schools, to 1:325 in middle schools, and to 1:300 in high schools; however, language in

the 2020 Appropriation Act supersedes these bills to establish the ratio at 1:455 for

elementary schools, 1:370 for middle schools, and 1:325 for high schools.

Additionally, this standard was amended in 2020, by House Bill 975 and Senate Bill 910,

which reduce the teacher to student ratios required for English Learner teachers to 18.5

full-time teachers per 1,000 students identified as having limited English proficiency for

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the 2020-2021 school year, and 20 full time teachers to 1,000 students identified as

having limited English proficiency for the 2021-2022 school year.

2019-2020 Board-approved Revisions

The Standards of Quality represcribed by the Board of Education on September 17, 2020,

include the following changes to Standard 2:

• Consolidating the At-Risk Add On and Prevention, Intervention, and Remediation

funds into a single, expanded “Equity Fund” within the SOQ that could be

targeted to high poverty schools for additional instructional or student support

staff, compensation adjustments to attract and retain experienced teachers, or

provide intervention or remediation services.

• Requiring school boards to equitably distribute experienced, effective teachers

and other personnel among all of its schools, avoiding creating concentrations of

ineffective teachers in certain schools.

• Establishing a new Teacher Leader program, and expanding the existing Teacher

Mentor program, whereby additional compensation and additional time is

provided during the instructional day for locally-designated staff to serve in

leadership and mentorship program roles.

• Moving the K-3 Class Size Reduction program into the Standards of Quality, and

incorporate flexibility to allow larger class sizes for experienced teachers that are

provided compensation adjustments.

• Amending the staffing requirements for English Learner teachers to differentiate

the distribution of positions based upon the proficiency level of students in each

school division, while maintaining local flexibility in deploying those positions

• Providing reading specialist positions for students in grades K-5, based upon the

number of students failing third-grade Standards of Learning reading assessments.

• Create a new staffing category for “specialized student support personnel” in the

SOQ, effectively removing the school nurse, school social worker, and school

psychologist position from the SOQ support position category, with a ratio of four

such staff members for every 1,000 students.

• Providing one full time principal in every school.

• Providing one full time assistant principal for every 400 students.

• Providing one full time school counselor for every 250 students.

§ 22.1-253.13:3 Standard 3. Accreditation, other standards, assessments, and releases from

state regulations

Standard Three directs the Board of Education to establish standards for accrediting public

schools (the Standards of Accreditation), and establishes a cycle for the review of each school’s

accreditation status. This standard directs the Board to assess student outcomes through

Standards of Learning assessments, which are to be a component of the accreditation system.

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The standard also requires actions and interventions in schools that fail to meet the accreditation

requirements. Finally, the standard establishes a process for school boards to request waivers to

Board regulations.

Justification

This standard establishes the means of determining the effectiveness of schools, including

student learning and progress and student outcomes for multiple areas affecting school

quality.

Recent Amendments by the General Assembly

This standard was last amended in 2019, by House Bill 2147, which amended the

language establishing actions and interventions for schools that are not meeting the

accreditation requirements, to align with recent changes to the Board’s Standards of

Accreditation. This amendment was not initiated by a recommendation of the Board of

Education.

2019-2020 Board-approved Revisions

The Standards of Quality represcribed by the Board of Education on September 17, 2020

include the following change to Standard 3:

• Providing state oversight for certain uses of the “Equity Fund” in schools that fail

to meet the accreditation requirements.

§ 22.1-253.13:4 Standard 4. Student achievement and graduation requirements

Standard 4 requires school boards to award diplomas to students meeting the graduation

requirements established by the Board of Education. The standard also sets certain requirements

to be included in such graduation requirements, and establishes diploma seals for exceptional

achievement.

Justification

This standard provides assurance to the public and other institutions of learning, that a

Virginia graduate has mastered multiple areas of learning, including academics,

workplace skills, career exploration and planning, and civic and community

responsibility.

Recent Amendments by the General Assembly

This standard was last amended in 2020, by House Bill 516 and Senate Bill 112, which

clarified language allowing a student to complete a dual enrollment course or high-

quality work-based learning experience for graduation. Prior to this change, a student

could only meet this requirement by completing an Advanced Placement, honors or IB

course, or earning a career and technical education credential approved by the Board.

37

This standard was also amended by Senate Bill 323, permitted a student who is pursuing

an advanced diploma and whose individualized education program specifies a credit

accommodation for world language to substitute two standard units of credit in computer

science for two standard units of credit in a world language. These amendments were not

initiated by the Board of Education.

2019-2020 Board-approved Revisions

The Standards of Quality represcribed by the Board of Education on September 17, 2020

do not include any changes to Standard 4.

§ 22.1-253.13:5 Standard 5. Quality of classroom instruction and educational leadership

Standard 5 requires participation in professional development programs by the Board of

Education, local school boards, school division leaders, teachers, and others. Professional

development programs are required to be provided by local school divisions. The standard also

establishes a performance evaluation system for school division leadership and staff.

Justification

Standard 5 ensures that employees in the public education system all receive professional

development to ensure that staff is adequately prepared to support students across the

Commonwealth through the most current best practices.

Recent Amendments by the General Assembly

This standard was last amended in 2019, by House Bill 2151 and Senate Bill 1223, which

required staff evaluations to include student academic progress as a significant

component and an overall summative rating. This amendment was not initiated by a

recommendation of the Board of Education.

2019-2020 Board-approved Revisions

The Standards of Quality represcribed by the Board of Education on September 17, 2020

include the following change to Standard 5:

• Directing the Board to establish, and requiring school boards to provide, teacher

leadership and mentorship programs, in conjunction with the proposed staffing

requirements in Standard 2.

§ 22.1-253.13:6 Standard 6. Planning and public involvement

Standard 6 requires the Board of Education, local school boards, and individual schools to

develop unified, comprehensive, long range plans.

Justification

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Standard 6 ensures all levels of the public education system are planning for continuous

improvement.

Recent Amendments by the General Assembly

This standard was last amended in 2007, by Senate Bill 795 which required statewide and

divisionwide plans provide a particular focus on the achievement of at-risk students. This

amendment was not initiated by a recommendation of the Board of Education.

2019-2020 Board-approved Revisions

The Standards of Quality represcribed by the Board of Education on September 17, 2020

do not include any changes to Standard 6.

§ 22.1-253.13:7 Standard 7. School board policies

Standard 7 requires school boards to maintain and regularly review school board policies and

codes of conduct. The standard sets expectations for certain policy areas to be addressed,

requires public involvement in the creation of such policies, and requires the policies to be made

publicly available, including on the school division’s website.

Justification

Standard 7 ensures policies implemented by school boards are current, readily accessible,

and involve the community impacted.

Recent Amendments by the General Assembly

This standard was last amended in 2013, by House Bill 2019 which clarified that all

adopted policies and regulations are to be made publicly available. This amendment was

not initiated by a recommendation of the Board of Education.

39

2019-2020 Board-approved Revisions

The Standards of Quality represcribed by the Board of Education on September 17, 2020

do not include any changes to Standard 7.

§ 22.1-253.13:8 Compliance

This section requires division superintendents and school board chairs to report their compliance

with the Standards of Quality to the Board of Education. The section also permits the Board of

Education to seek compliance through the circuit court whenever a school division fails, or

refuses to comply with the Standards of Quality.

Justification

This section provides a mechanism for the Board of Education to seek compliance with

the Standards of Quality.

Recent Amendments by the General Assembly

This standard was last amended in 2005, by House Bill 1762 and Senate Bill 779, which

provided technical clarification on the process for local compliance with the standards to

be reported to the Board. This amendment was not initiated by a recommendation of the

Board of Education.

2019-2020 Board-approved Revisions

The Standards of Quality represcribed by the Board of Education on September 17, 2020

do not include any changes to this section.

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APPENDIX C – RESOLUTION PRESCRIBING THE STANDARDS OF QUALITY FOR

PUBLIC SCHOOLS IN VIRGINIA

WHEREAS, Section 2, of Article VIII of the Constitution of Virginia provides that standards of

quality for the several school divisions shall be determined and prescribed from time to time by

the Board of Education, subject to revision only by the General Assembly; and

WHEREAS, the Board of Education’s 2018-2023 Comprehensive Plan, establishes three

priorities for public education in Virginia:

Priority 1: Provide high-quality, effective learning environments for all students;

Priority 2: Advance policies that increase the number of candidates entering the teaching

profession and encourage and support the recruitment, development, and retention of

well-prepared and skilled teachers and school leaders; and

Priority 3: Ensure successful implementation of the Profile of a Virginia Graduate and the

accountability system for school quality as embodied in the revisions to the Standards of

Accreditation.

WHEREAS, since the adoption of the Comprehensive Plan, the Board of Education undertook a

two-year process, reviewing and researching evidence-based best practices and engaging in

significant public engagement to make data-driven policy decisions to revise the Standards of

Quality to provide support for Virginia educators and better ensure equity of opportunity and

outcome for Virginia’s students; and

WHEREAS, the Board of Education, in accordance with the Constitution of Virginia,

unanimously prescribed new Standards of Quality at its October 17, 2019 meeting; and

WHEREAS, the 2020 General Assembly did not provide adequate funding for the prescribed

Standards of Quality; and

WHEREAS, the Board of Education has determined that these Standards of Quality are essential

to fulfill the provision of a system of free public elementary and secondary schools for all

children of school age throughout the Commonwealth, as required in Article VIII of the

Constitution of Virginia;

NOW, THEREFORE, BE IT RESOLVED that the Board of Education determines and

prescribes the attached Standards of Quality by motion unanimously adopted at its regular

business meeting on September 17, 2020.

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APPENDIX D – STANDARDS OF QUALITY (SOQ) REPRESCRIBED BY THE BOARD

OF EDUCATION ON SEPTEMBER 17, 2020

§ 22.1-253.13:1. Standard 1. Instructional programs supporting the Standards of Learning

and other educational objectives.

A. The General Assembly and the Board of Education believe that the fundamental goal of the

public schools of the Commonwealth must be to enable each student to develop the skills that are

necessary for success in school, preparation for life, and reaching their full potential. The

General Assembly and the Board of Education find that the quality of education is dependent

upon the provision of (i) the appropriate working environment, benefits, and salaries necessary to

ensure the availability of high-quality instructional personnel; (ii) the appropriate learning

environment designed to promote student achievement; (iii) quality instruction that enables each

student to become a productive and educated citizen of Virginia and the United States of

America; and (iv) the adequate commitment of other resources. In keeping with this goal, the

General Assembly shall provide for the support of public education as set forth in Article VIII,

Section 1 of the Constitution of Virginia.

B. The Board of Education shall establish educational objectives known as the Standards of

Learning, which shall form the core of Virginia's educational program, and other educational

objectives, which together are designed to ensure the development of the skills that are necessary

for success in school and for preparation for life in the years beyond. At a minimum, the Board

shall establish Standards of Learning for English, mathematics, science, and history and social

science. The Standards of Learning shall not be construed to be regulations as defined in § 2.2-

4001.

The Board shall seek to ensure that the Standards of Learning are consistent with a high-quality

foundation educational program. The Standards of Learning shall include, but not be limited to,

the basic skills of communication (listening, speaking, reading, and writing); computation and

critical reasoning, including problem solving and decision making; proficiency in the use of

computers and related technology; computer science and computational thinking, including

computer coding; and the skills to manage personal finances and to make sound financial

decisions.

The English Standards of Learning for reading in kindergarten through grade three shall be based

on components of effective reading instruction, to include, at a minimum, phonemic awareness,

phonics, fluency, vocabulary development, and text comprehension.

The Standards of Learning in all subject areas shall be subject to regular review and revision to

maintain rigor and to reflect a balance between content knowledge and the application of

knowledge in preparation for eventual employment and lifelong learning. The Board of

Education shall establish a regular schedule, in a manner it deems appropriate, for the review,

and revision as may be necessary, of the Standards of Learning in all subject areas. Such review

42

of each subject area shall occur at least once every seven years. Nothing in this section shall be

construed to prohibit the Board from conducting such review and revision on a more frequent

basis.

To provide appropriate opportunity for input from the general public, teachers, and local school

boards, the Board of Education shall conduct public hearings prior to establishing revised

Standards of Learning. Thirty days prior to conducting such hearings, the Board shall give notice

of the date, time, and place of the hearings to all local school boards and any other persons

requesting to be notified of the hearings and publish notice of its intention to revise the Standards

of Learning in the Virginia Register of Regulations. Interested parties shall be given reasonable

opportunity to be heard and present information prior to final adoption of any revisions of the

Standards of Learning.

In addition, the Department of Education shall make available and maintain a website, either

separately or through an existing website utilized by the Department of Education, enabling

public elementary, middle, and high school educators to submit recommendations for

improvements relating to the Standards of Learning, when under review by the Board according

to its established schedule, and related assessments required by the Standards of Quality pursuant

to this chapter. Such website shall facilitate the submission of recommendations by educators.

School boards shall implement the Standards of Learning or objectives specifically designed for

their school divisions that are equivalent to or exceed the Board's requirements. Students shall be

expected to achieve the educational objectives established by the school division at appropriate

age or grade levels. The curriculum adopted by the local school division shall be aligned to the

Standards of Learning.

The Board of Education shall include in the Standards of Learning for history and social science

the study of contributions to society of diverse people. For the purposes of this subsection,

"diverse" includes consideration of disability, ethnicity, race, and gender.

The Board of Education shall include in the Standards of Learning for health instruction in

emergency first aid, cardiopulmonary resuscitation, and the use of an automated external

defibrillator, including hands-on practice of the skills necessary to perform cardiopulmonary

resuscitation. Such instruction shall be based on the current national evidence-based emergency

cardiovascular care guidelines for cardiopulmonary resuscitation and the use of an automated

external defibrillator, such as a program developed by the American Heart Association or the

American Red Cross. No teacher who is in compliance with subdivision D 3 of § 22.1-

298.1 shall be required to be certified as a trainer of cardiopulmonary resuscitation to provide

instruction for non-certification.

With such funds as are made available for this purpose, the Board shall regularly review and

revise the competencies for career and technical education programs to require the full

integration of English, mathematics, science, and history and social science Standards of

43

Learning. Career and technical education programs shall be aligned with industry and

professional standard certifications, where they exist.

The Board shall establish content standards and curriculum guidelines for courses in career

investigation in elementary school, middle school, and high school. Each school board shall (i)

require each middle school student to take at least one course in career investigation or (ii) select

an alternate means of delivering the career investigation course to each middle school student,

provided that such alternative is equivalent in content and rigor and provides the foundation for

such students to develop their academic and career plans. Any school board may require (a) such

courses in career investigation at the high school level as it deems appropriate, subject to Board

approval as required in subsection A of § 22.1-253.13:4, and (b) such courses in career

investigation at the elementary school level as it deems appropriate. The Board shall develop and

disseminate to each school board career investigation resource materials that are designed to

ensure that students have the ability to further explore interest in career and technical education

opportunities in middle and high school. In developing such resource materials, the Board shall

consult with representatives of career and technical education, industry, skilled trade

associations, chambers of commerce or similar organizations, and contractor organizations.

C. Local school boards shall develop and implement a program of instruction for grades K

through 12 that is aligned to the Standards of Learning and meets or exceeds the requirements of

the Board of Education. The program of instruction shall emphasize reading, writing, speaking,

mathematical concepts and computations, proficiency in the use of computers and related

technology, computer science and computational thinking, including computer coding, and

scientific concepts and processes; essential skills and concepts of citizenship, including

knowledge of Virginia history and world and United States history, economics, government,

foreign languages, international cultures, health and physical education, environmental issues,

and geography necessary for responsible participation in American society and in the

international community; fine arts, which may include, but need not be limited to, music and art,

and practical arts; knowledge and skills needed to qualify for further education, gainful

employment, or training in a career or technical field; and development of the ability to apply

such skills and knowledge in preparation for eventual employment and lifelong learning and to

achieve economic self-sufficiency.

Local school boards shall also develop and implement programs of prevention, intervention, or

remediation for students who are educationally at risk including, but not limited to, those who

fail to achieve a passing score on any Standards of Learning assessment in grades three through

eight or who fail an end-of-course test required for the award of a verified unit of credit. Such

programs shall include components that are research-based.

Any student who achieves a passing score on one or more, but not all, of the Standards of

Learning assessments for the relevant grade level in grades three through eight may be required

to attend a remediation program.

44

Any student who fails to achieve a passing score on all of the Standards of Learning assessments

for the relevant grade level in grades three through eight or who fails an end-of-course test

required for the award of a verified unit of credit shall be required to attend a remediation

program or to participate in another form of remediation. Division superintendents shall require

such students to take special programs of prevention, intervention, or remediation, which may

include attendance in public summer school programs, in accordance with clause (ii) of

subsection A of § 22.1-254 and § 22.1-254.01.

Remediation programs shall include, when applicable, a procedure for early identification of

students who are at risk of failing the Standards of Learning assessments in grades three through

eight or who fail an end-of-course test required for the award of a verified unit of credit. Such

programs may also include summer school for all elementary and middle school grades and for

all high school academic courses, as defined by regulations promulgated by the Board of

Education, or other forms of remediation. Summer school remediation programs or other forms

of remediation shall be chosen by the division superintendent to be appropriate to the academic

needs of the student. Students who are required to attend such summer school programs or to

participate in another form of remediation shall not be charged tuition by the school division.

The requirement for remediation may, however, be satisfied by the student's attendance in a

program of prevention, intervention or remediation that has been selected by his parent, in

consultation with the division superintendent or his designee, and is either (i) conducted by an

accredited private school or (ii) a special program that has been determined to be comparable to

the required public school remediation program by the division superintendent. The costs of such

private school remediation program or other special remediation program shall be borne by the

student's parent.

The Board of Education shall establish standards for full funding of summer remedial programs

that shall include, but not be limited to, the minimum number of instructional hours or the

equivalent thereof required for full funding and an assessment system designed to evaluate

program effectiveness. Based on the number of students attending and the Commonwealth's

share of the per pupil instructional costs, state funds shall be provided for the full cost of summer

and other remediation programs as set forth in the appropriation act, provided such programs

comply with such standards as shall be established by the Board, pursuant to § 22.1-199.2.

D. Local school boards shall also implement the following:

1. Programs in grades K through three that emphasize developmentally appropriate learning to

enhance success.

2. Programs based on prevention, intervention, or remediation designed to increase the number

of students who earn a high school diploma and to prevent students from dropping out of school.

Such programs shall include components that are research-based.

45

3. Career and technical education programs incorporated into the K through 12 curricula that

include:

a. Knowledge of careers and all types of employment opportunities, including, but not limited to,

apprenticeships, entrepreneurship and small business ownership, the military, and the teaching

profession, and emphasize the advantages of completing school with marketable skills;

b. Career exploration opportunities in the middle school grades;

c. Competency-based career and technical education programs that integrate academic outcomes,

career guidance, and job-seeking skills for all secondary students. Programs shall be based upon

labor market needs and student interest. Career guidance shall include counseling about available

employment opportunities and placement services for students exiting school. Each school board

shall develop and implement a plan to ensure compliance with the provisions of this subdivision.

Such plan shall be developed with the input of area business and industry representatives and

local comprehensive community colleges and shall be submitted to the Superintendent of Public

Instruction in accordance with the timelines established by federal law; and

d. Annual notice on its website to enrolled high school students and their parents of (i) the

availability of the postsecondary education and employment data published by the State Council

of Higher Education on its website pursuant to § 23.1-204.1 and (ii) the opportunity for such

students to obtain a nationally recognized career readiness certificate at a local public high

school, comprehensive community college, or workforce center.

4. Educational objectives in middle and high school that emphasize economic education and

financial literacy pursuant to § 22.1-200.03.

5. Early identification of students with disabilities and enrollment of such students in appropriate

instructional programs consistent with state and federal law.

6. Early identification of gifted students and enrollment of such students in appropriately

differentiated instructional programs.

7. Educational alternatives for students whose needs are not met in programs prescribed

elsewhere in these standards. Such students shall be counted in average daily membership

(ADM) in accordance with the regulations of the Board of Education.

8. Adult education programs for individuals functioning below the high school completion level.

Such programs may be conducted by the school board as the primary agency or through a

collaborative arrangement between the school board and other agencies.

9. A plan to make achievements for students who are educationally at risk a divisionwide priority

that shall include procedures for measuring the progress of such students.

46

10. An agreement for postsecondary degree attainment with a comprehensive community college

in the Commonwealth specifying the options for students to complete an associate degree or a

one-year Uniform Certificate of General Studies from a comprehensive community college

concurrent with a high school diploma. Such agreement shall specify the credit available for dual

enrollment courses and Advanced Placement courses with qualifying exam scores of three or

higher.

11. A plan to notify students and their parents of the availability of dual enrollment and advanced

placement classes; career and technical education programs, including internships, externships,

apprenticeships, credentialing programs, certification programs, licensure programs, and other

work-based learning experiences; the International Baccalaureate Program and Academic Year

Governor's School Programs; the qualifications for enrolling in such classes, programs, and

experiences; and the availability of financial assistance to low-income and needy students to take

the advanced placement and International Baccalaureate examinations. This plan shall include

notification to students and parents of the agreement with a comprehensive community college in

the Commonwealth to enable students to complete an associate degree or a one-year Uniform

Certificate of General Studies concurrent with a high school diploma.

12. Identification of students with limited English proficiency and enrollment of such students in

appropriate instructional programs, which programs may include dual language programs

whereby such students receive instruction in English and in a second language.

13. Early identification, diagnosis, and assistance for students with reading and mathematics

problems and provision of instructional strategies and reading and mathematics practices that

benefit the development of reading and mathematics skills for all students.

Local school divisions shall provide reading intervention services to students in kindergarten

through grade three who demonstrate deficiencies based on their individual performance on the

Standards of Learning reading test or any reading diagnostic test that meets criteria established

by the Department of Education. Local school divisions shall report the results of the diagnostic

tests to the Department of Education on an annual basis, at a time to be determined by the

Superintendent of Public Instruction. Each student who receives early intervention reading

services will be assessed again at the end of that school year. The local school division, in its

discretion, shall provide such reading intervention services prior to promoting a student from

grade three to grade four. Reading intervention services may include the use of: special reading

teachers; trained aides; volunteer tutors under the supervision of a certified teacher; computer-

based reading tutorial programs; aides to instruct in-class groups while the teacher provides

direct instruction to the students who need extra assistance; and extended instructional time in

the school day or school year for these students. Funds appropriated for prevention, intervention,

and remediation; summer school remediation; at-risk; or early intervention reading may be used

to meet the requirements of this subdivision.

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Local school divisions shall provide algebra readiness intervention services to students in grades

six through nine who are at risk of failing the Algebra I end-of-course test, as demonstrated by

their individual performance on any diagnostic test that has been approved by the Department of

Education. Local school divisions shall report the results of the diagnostic tests to the

Department of Education on an annual basis, at a time to be determined by the Superintendent of

Public Instruction. Each student who receives algebra readiness intervention services will be

assessed again at the end of that school year. Funds appropriated for prevention, intervention,

and remediation; summer school remediation; at-risk; or algebra readiness intervention services

may be used to meet the requirements of this subdivision.

14. Incorporation of art, music, and physical education as a part of the instructional program at

the elementary school level.

15. A program of physical activity available to all students in grades kindergarten through five

consisting of at least 20 minutes per day or an average of 100 minutes per week during the

regular school year and available to all students in grades six through 12 with a goal of at least

150 minutes per week on average during the regular school year. Such program may include any

combination of (i) physical education classes, (ii) extracurricular athletics, (iii) recess, or (iv)

other programs and physical activities deemed appropriate by the local school board. Each local

school board shall implement such program during the regular school year.

16. A program of student services for kindergarten through grade 12 that shall be designed to aid

students in their educational, social, and career development.

17. The collection and analysis of data and the use of the results to evaluate and make decisions

about the instructional program.

18. A program of instruction in the high school Virginia and U.S. Government course on all

information and concepts contained in the civics portion of the U.S. Naturalization Test.

E. From such funds as may be appropriated or otherwise received for such purpose, there shall be

established within the Department of Education a unit to (i) conduct evaluative studies; (ii)

provide the resources and technical assistance to increase the capacity for school divisions to

deliver quality instruction; and (iii) assist school divisions in implementing those programs and

practices that will enhance pupil academic performance and improve family and community

involvement in the public schools. Such unit shall identify and analyze effective instructional

programs and practices and professional development initiatives; evaluate the success of

programs encouraging parental and family involvement; assess changes in student outcomes

prompted by family involvement; and collect and disseminate among school divisions

information regarding effective instructional programs and practices, initiatives promoting

family and community involvement, and potential funding and support sources. Such unit may

also provide resources supporting professional development for administrators and teachers. In

providing such information, resources, and other services to school divisions, the unit shall give

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priority to those divisions demonstrating a less than 70 percent passing rate on the Standards of

Learning assessments.

F. Each local school board may enter into agreements for postsecondary course credit, credential,

certification, or license attainment, hereinafter referred to as College and Career Access

Pathways Partnerships (Partnerships), with comprehensive community colleges or other public

institutions of higher education or educational institutions established pursuant to Title 23.1 that

offer a career and technical education curriculum. Such Partnerships shall (i) specify the options

for students to take courses as part of the career and technical education curriculum that lead to

course credit or an industry-recognized credential, certification, or license concurrent with a high

school diploma; (ii) specify the credit, credentials, certifications, or licenses available for such

courses; and (iii) specify available options for students to participate in pre-apprenticeship and

apprenticeship programs at comprehensive community colleges concurrent with the pursuit of a

high school diploma and receive college credit and high school credit for successful completion

of any such program.

G. There shall be established within the Department of Education a unit to facilitate the

development of relationships between school divisions and business communities to ensure all

high school students will have access to meaningful work experiences such as internships,

externships and other work-based learning experiences. Such unit shall (i) provide technical

assistance and professional development to school divisions and businesses to implement work-

based learning programs, (ii) catalogue and promote successful models and best practices for

work-based learning.

H. There shall be established within the Department of Education a unit to develop and

implement a statewide mentorship program to support all new principals and principals of

schools not meeting the standards established by the Board. Such unit shall (i) establish

standards for principal mentorship programs, (ii) recruit, train, and match mentors with all

principals participating in the mentorship program, and (iii) monitor program outcomes.

§ 22.1-253.13:2. Standard 2. Instructional, administrative, and support personnel.

A. The Board shall establish requirements for the licensing of teachers, principals,

superintendents, and other professional personnel.

B. School boards shall employ licensed instructional personnel qualified in the relevant subject

areas.

C. 1. Each school board shall assign licensed instructional personnel in a manner that produces

divisionwide ratios of students in average daily membership to full-time equivalent teaching

positions, excluding special education teachers, principals, assistant principals, school

counselors, and librarians, that are not greater than the following ratios: (i) 24 to one in

kindergarten with no class being larger than 29 students; if the average daily membership in any

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kindergarten class exceeds 24 pupils, a full-time teacher's aide shall be assigned to the class; (ii)

24 to one in grades one, two, and three with no class being larger than 30 students; (iii) 25 to one

in grades four through six with no class being larger than 35 students; and (iv) 24 to one in

English classes in grades six through 12.

2. School boards shall assign licensed instructional personnel for students in grades kindergarten

through three in schools with high concentrations of poverty, in a manner that produces

schoolwide ratios of students in average daily membership to full-time equivalent teaching

positions, excluding special education teachers, principals, assistant principals, school

counselors, and librarians, that are not greater than the following ratios: (i) 19 to one in schools

with 30 percent or more of students identified as eligible for federal free lunch, as provided in the

Appropriation Act, with no class being larger than 24 students; (ii) 18 to one in schools with 45

percent or more of students identified as eligible for federal free lunch, as provided in the

Appropriation Act, with no class being larger than 23 students; (ii) 17 to one in schools with 55

percent or more of students identified as eligible for federal free lunch, as provided in the

Appropriation Act, with no class being larger than 22 students; (ii) 16 to one in schools with 65

percent of students identified as eligible for federal free lunch, as provided in the Appropriation

Act, with no class being larger than 21 students; (ii) 15 to one in schools with 70 percent of

students identified as eligible for federal free lunch, as provided in the Appropriation Act, with

no class being larger than 20 students; (ii) 14 to one in schools with 75 percent or more of

students identified as eligible for federal free lunch, as provided in the Appropriation Act, with

no class being larger than 19 students.

To provide flexibility in the deployment of the funds in support of the staffing standards

established in this subdivision, school boards may use these funds to provide compensation

adjustments to teachers with five or more years of experience to teach grades kindergarten

through three in such schools with high concentrations of poverty. School boards using these

funds in this manner shall be permitted to (i) exceed the maximum class sizes established in this

subdivision for classes taught by teacher receiving the compensation adjustment, and (ii) exclude

the teacher receiving the compensation adjustment and their students from the schoolwide ratios

established in this subdivision. School boards using these funds in this manner shall comply

with the staffing standards established in subdivision C 1.

3. After September 30 of any school year, anytime the number of students in a class exceeds the

class size limit established by this subsection, the local school division shall notify the parent of

each student in such class of such fact no later than 10 days after the date on which the class

exceeded the class size limit. Such notification shall state the reason that the class size exceeds

the class size limit and describe the measures that the local school division will take to reduce the

class size to comply with this subsection.

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4. Within its regulations governing special education programs, the Board shall seek to set

pupil/teacher ratios for pupils with intellectual disability that do not exceed the pupil/teacher

ratios for self-contained classes for pupils with specific learning disabilities.

5. Further, school School boards shall assign instructional personnel in a manner that produces

schoolwide ratios of students in average daily memberships to full-time equivalent teaching

positions of 21 to one in middle schools and high schools. School divisions shall provide all

middle and high school teachers with one planning period per day or the equivalent,

unencumbered of any teaching or supervisory duties.

C. School boards shall assign licensed personnel in a manner that provides an equitable

distribution of experienced, effective teachers and other personnel among all of its schools. To

the maximum extent possible, experienced, effective teachers and other personnel shall be

distributed equitably across all schools within a school division. School divisions shall not

assign personnel in a manner that results in the concentration of ineffective teachers in any

school or group of schools within a school division.

D. Each local school board shall employ with state and local basic, special education, gifted, and

career and technical education funds a minimum number of licensed, full-time equivalent

instructional personnel for each 1,000 students in average daily membership (ADM) as set forth

in the appropriation act. Calculations of kindergarten positions shall be based on full-day

kindergarten programs. Beginning with the March 31 report of average daily membership, those

school divisions offering half-day kindergarten with pupil/teacher ratios that exceed 30 to one

shall adjust their average daily membership for kindergarten to reflect 85 percent of the total

kindergarten average daily memberships, as provided in the appropriation act.

D. School boards shall provide teacher leadership, and mentorship programs, as provided in §

22.1-253.15:5(H). Teacher leaders support all teachers through peer-level leadership,

observation, consultation, and coordination of mentorship programs and professional

development. Teacher mentors (i) assist new teachers with a successful transition into the

teaching profession and (ii) ensure adequate supports are in place for new teachers. To support

these programs and roles, school boards shall provide full-time equivalent positions based upon

the following ratios:

1. One position for every 15 first, second, and third year teachers, or fraction thereof; and

2. One position for every 50 teachers with four or more years of experience.

School boards are encouraged to deploy these positions on a fractional basis shared among

current teachers to provide current teachers opportunities to serve as leaders and mentors while

remaining in active teaching roles. School boards shall not utilize these positions to fill teaching

positions, or to serve school administrator functions, such as coordination of student discipline or

testing.

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Instructional staff filling these full-time equivalent positions shall be provided a compensation

adjustment of at least 20 percent of the state-recognized statewide prevailing salary, as provided

in the Appropriation Act. Such compensation adjustment shall be provided on a pro-rata basis if

the position is shared among several staff.

Every teacher with less than three years of teaching experience shall be assigned a teacher

mentor for their first three years of teaching. Such teachers shall be provided one hour of release

time from classroom instruction per week to collaborate with their teacher mentor.

E. 1. For the purpose of this subsection:

(i) "qualifying school” means a school where at least 55 percent of the students are identified as

eligible for federal free lunch, as provided in the Appropriation Act.

(ii) “targeted compensation adjustment” means a supplemental pay adjustment as provided in

this subsection, calculated as a percent of the state-recognized prevailing salary, as provided in

the Appropriation Act. The supplemental pay adjustment shall be (i) at least 25% of the state-

recognized prevailing salary, as provided in the Appropriation Act, in qualifying schools where

at least 70 percent of the students are identified as eligible for federal free lunch, as provided in

the Appropriation Act, and (ii) at least 12.5% of the state-recognized prevailing salary, as

provided in the Appropriation Act, in qualifying schools where at least 55 percent of the students

are identified as eligible for federal free lunch, as provided in the Appropriation Act.

(iii) “qualifying teacher” means a teacher who (a) teaches in a qualifying school who has a

renewable license as defined in § 22.1-298.1, (b) has at least five years of full-time teaching

experience in a public school, or an accredited private school, as evidenced by receiving an

evaluation rating of proficient or above for each of the previous five years, and (c) meets any

additional criteria that may be deemed by the local school board. Such teaching experience may

have been accrued outside of Virginia.

2. In addition to the positions supported by basic aid, state funding shall be provided for

additional instructional positions in support of student achievement for at risk students, based

upon the concentration of students identified as eligible for federal free lunch, as provided in the

Appropriation Act, in each school division. School divisions shall prioritize the deployment of

these additional instructional positions to schools within the division with the greatest

concentrations of students identified as eligible for federal free lunch.

Such additional instructional positions shall be calculated by multiplying (i) the number of

instructional positions required to be provided by a school division with basic aid funds, by (ii)

the percent of students identified as eligible for federal free lunch in such school division, as

provided in the Appropriation Act, by (iii) the add-on multiplier determined for such school

division. Such add-on multiplier shall be determined for each school division by ranking each

school division by the percent of students identified as eligible for federal free lunch, as provided

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in the Appropriation Act. The school division ranking with the lowest percent of free lunch

eligible students shall be assigned an add-on multiplier of ten percent, and the school division

with the highest percent of free lunch eligible students shall be assigned an add-on multiplier of

sixty-five percent. The add-on multiplier for school divisions ranking in between shall be

incrementally between ten and sixty-five percent, based upon the ranking.

3. To provide flexibility in the deployment of these funds, school divisions may:

a. use up to 100 percent of these funds to provide targeted compensation adjustments to assist

with recruiting or retaining qualifying teachers to teach in qualifying schools.

b. use up to 100 percent of these funds to provide licensed specialized student support personnel.

School divisions using funds in this manner shall prioritize the deployment of these positions to

schools within the division with the greatest concentrations of students identified as eligible for

federal free lunch.

c. use up to 70 percent of these funds to support programs for students identified as needing

prevention, intervention, or remediation services, and to support programs for students who are

educationally at risk. School divisions using funds in this manner shall prioritize the deployment

of these funds to schools within the division with the greatest concentrations of students

identified as eligible for federal free lunch. Prior to using funds in this manner, school boards

that have been required to develop corrective action plans pursuant to § 22.1-253.13:3 (A) shall

receive approval for the proposed uses of these funds in accordance with the corrective action

plan process established by the Board; or

d. use these funds in any combination of subdivision a through c.

School divisions shall annually report on the deployment of these funds, in a manner prescribed

by the Department of Education.

In addition to the positions supported by basic aid and in support of regular school year programs

of prevention, intervention, and remediation, state funding, pursuant to the appropriation act,

shall be provided to fund certain full-time equivalent instructional positions for each 1,000

students in grades K through 12 who are identified as needing prevention, intervention, and

remediation services. State funding for prevention, intervention, and remediation programs

provided pursuant to this subsection and the appropriation act may be used to support programs

for educationally at-risk students as identified by the local school boards.

To provide algebra readiness intervention services required by § 22.1-253.13:1, school divisions

may employ mathematics teacher specialists to provide the required algebra readiness

intervention services. School divisions using the Standards of Learning Algebra Readiness

Initiative funding in this manner shall only employ instructional personnel licensed by the Board

of Education.

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F. In addition to the positions supported by basic aid and those in support of regular school year

programs of prevention, intervention, and remediation, state funding, pursuant to the

appropriation act, shall be provided to support divisionwide ratios of English learner students in

average daily membership to full-time equivalent teaching positions in addition to those required

by subsection C, as follows:

1. for each English language learner identified as proficiency level one, one position per 25

students;

2. for each English language learner identified as proficiency level two, one position per 30

students;

3. for each English language learner identified as proficiency level three, one position per 40

students; and

4. for all other English language learner students, one position per 58 students.

17 full-time equivalent instructional positions for each 1,000 students identified as having

limited English proficiency, which Teaching positions filled using these funds may include dual

language teachers who provide instruction in English and in a second language.

To provide flexibility in the instruction of English language learners who have limited English

proficiency and who are at risk of not meeting state accountability standards, school divisions

may use state and local funds from the Standards of Quality Prevention, Intervention, and

Remediation account to employ additional English language learner teachers or dual language

teachers to provide instruction to identified limited English proficiency students. Using these

funds in this manner is intended to supplement the instructional services provided in this section.

School divisions using the SOQ Prevention, Intervention, and Remediation funds in this manner

shall employ only instructional personnel licensed by the Board of Education.

G. In addition to the full-time equivalent positions required elsewhere in this section, each local

school board shall employ reading specialists. The number of reading specialists required shall

be based upon providing two and one half hours of instruction at a ratio of one reading specialist

per five students requiring reading specialist services. The number of students requiring reading

specialist services shall be determined by multiplying (i) the percent of students that failed the

third grade reading Standards of Learning assessment the prior year by (ii) the total number of

students in fall membership in grades kindergarten through five. the following reading specialists

in elementary schools, one full-time in each elementary school at the discretion of the local

school board. One At least one reading specialist employed by each local school board that

employs a reading specialist shall have training in the identification of and the appropriate

interventions, accommodations, and teaching techniques for students with dyslexia or a related

disorder and shall serve as an advisor on dyslexia and related disorders. Such reading specialist

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shall have an understanding of the definition of dyslexia and a working knowledge of (i)

techniques to help a student on the continuum of skills with dyslexia; (ii) dyslexia characteristics

that may manifest at different ages and grade levels; (iii) the basic foundation of the keys to

reading, including multisensory, explicit, systemic, and structured reading instruction; and (iv)

appropriate interventions, accommodations, and assistive technology supports for students with

dyslexia.

To provide reading intervention services required by § 22.1-253.13:1, school divisions may

employ reading specialists to provide the required reading intervention services. School divisions

using the Early Reading Intervention Initiative funds in this manner shall employ only

instructional personnel licensed by the Board of Education.

H. Each local school board shall employ, at a minimum, the following full-time equivalent

positions for any school that reports fall membership, according to the type of school and student

enrollment:

1. Principals in elementary schools, one half-time to 299 students, one full-time, to be employed

on a 12-month basis at 300 students; principals in middle schools, one full-time, to be employed

on a 12-month basis; principals in high schools, one full-time, to be employed on a 12-month

basis;

2. Assistant principals in elementary schools, one half-time at 600 students, one full-time at 900

400 students; assistant principals in middle schools, one full-time for each 600 400 students;

assistant principals in high schools, one full-time for each 600 400 students; and school divisions

that employ a sufficient number of assistant principals to meet this staffing requirement may

assign assistant principals to schools within the division according to the area of greatest need,

regardless of whether such schools are elementary, middle, or secondary;

3. Librarians in elementary schools, one part-time to 299 students, one full-time at 300 students;

librarians in middle schools, one-half time to 299 students, one full-time at 300 students, two

full-time at 1,000 students; librarians in high schools, one half-time to 299 students, one full-time

at 300 students, two full-time at 1,000 students. Local school divisions that employ a sufficient

number of librarians to meet this staffing requirement may assign librarians to schools within the

division according to the area of greatest need, regardless of whether such schools are

elementary, middle, or secondary; and

4. School counselors:

a. Effective with the 2019-2020 school year, in elementary schools, one hour per day per 75

students, one full-time at 375 students, one hour per day additional time per 75 students or major

fraction thereof; in middle schools, one period per 65 students, one full-time at 325 students, one

additional period per 65 students or major fraction thereof; in high schools, one period per 60

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students, one full-time at 300 students, one additional period per 60 students or major fraction

thereof.

b. Local school divisions that employ a sufficient number of school counselors to meet the

school counselor staffing requirements set forth in this subdivision may assign school counselors

to schools within the division according to the area of greatest need, regardless of whether such

schools are elementary, middle, or high schools.

I. Local school boards shall employ five full-time equivalent positions per 1,000 students in

grades kindergarten through five to serve as elementary resource teachers in art, music, and

physical education.

J. Local school boards shall employ two full-time equivalent positions per 1,000 students in

grades kindergarten through 12, one to provide technology support and one to serve as an

instructional technology resource teacher.

To provide flexibility, school divisions may use the state and local funds for instructional

technology resource teachers to employ a data coordinator position, an instructional technology

resource teacher position, or a data coordinator/instructional resource teacher blended position.

The data coordinator position is intended to serve as a resource to principals and classroom

teachers in the area of data analysis and interpretation for instructional and school improvement

purposes, as well as for overall data management and administration of state assessments. School

divisions using these funds in this manner shall employ only instructional personnel licensed by

the Board of Education.

K. Local school boards shall employ one full-time equivalent school counselor position per 250

students in grades kindergarten through 12.

K. Local school boards may employ additional positions that exceed these minimal staffing

requirements. These additional positions may include, but are not limited to, those funded

through the state's incentive and categorical programs as set forth in the appropriation act.

L. A combined school, such as kindergarten through 12, shall meet at all grade levels the staffing

requirements for the highest grade level in that school; this requirement shall apply to all staff,

except for school counselors, and shall be based on the school's total enrollment; school

counselor staff requirements shall, however, be based on the enrollment at the various school

organization levels, i.e., elementary, middle, or high school. The Board of Education may grant

waivers from these staffing levels upon request from local school boards seeking to implement

experimental or innovative programs that are not consistent with these staffing levels.

M. School boards shall, however, annually, on or before December 31, report to the public (i) the

actual pupil/teacher ratios in elementary school classrooms in the local school division by school

for the current school year; and (ii) the actual pupil/teacher ratios in middle school and high

school in the local school division by school for the current school year. Actual pupil/teacher

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ratios shall include only the teachers who teach the grade and class on a full-time basis and shall

exclude resource personnel. School boards shall report pupil/teacher ratios that include resource

teachers in the same annual report. Any classes funded through the voluntary kindergarten

through third grade class size reduction program shall be identified as such classes. Any classes

having waivers to exceed the requirements of this subsection shall also be identified. Schools

shall be identified; however, the data shall be compiled in a manner to ensure the confidentiality

of all teacher and pupil identities.

N. Students enrolled in a public school on a less than full-time basis shall be counted in ADM in

the relevant school division. Students who are either (i) enrolled in a nonpublic school or (ii)

receiving home instruction pursuant to § 22.1-254.1, and who are enrolled in public school on a

less than full-time basis in any mathematics, science, English, history, social science, career and

technical education, fine arts, foreign language, or health education or physical education course

shall be counted in the ADM in the relevant school division on a pro rata basis as provided in the

appropriation act. Each such course enrollment by such students shall be counted as 0.25 in the

ADM; however, no such nonpublic or home school student shall be counted as more than one-

half a student for purposes of such pro rata calculation. Such calculation shall not include

enrollments of such students in any other public school courses.

O. Each school board shall provide at least four specialized student support positions per 1,000

students. For the purposes of this subsection, specialized student support positions include

school social workers, school psychologists, school nurses and other licensed health and

behavioral positions, which may either be employed by the school division or provided through

contracted services.

P. Each local school board shall provide those support services that are necessary for the efficient

and cost-effective operation and maintenance of its public schools.

For the purposes of this title, unless the context otherwise requires, "support services positions"

shall include the following:

1. Executive policy and leadership positions, including school board members, superintendents

and assistant superintendents;

2. Fiscal and human resources positions, including fiscal and audit operations;

3. Student support positions, including (i) social workers and social work administrative

positions not included in subsection O; (ii) school counselor administrative positions not

included in subdivision H 4; (iii) homebound administrative positions supporting instruction; (iv)

attendance support positions related to truancy and dropout prevention; and (v) health and

behavioral administrative positions not included in subsection O, including school nurses and

school psychologists;

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4. Instructional personnel support, including professional development positions and library and

media positions not included in subdivision H 3;

5. Technology professional positions not included in subsection J;

6. Operation and maintenance positions, including facilities; pupil transportation positions;

operation and maintenance professional and service positions; and security service, trade, and

laborer positions;

7. Technical and clerical positions for fiscal and human resources, student support, instructional

personnel support, operation and maintenance, administration, and technology; and

8. School-based clerical personnel in elementary schools; part-time to 299 students, one full-time

at 300 students; clerical personnel in middle schools; one full-time and one additional full-time

for each 600 students beyond 200 students and one full-time for the library at 750 students;

clerical personnel in high schools; one full-time and one additional full-time for each 600

students beyond 200 students and one full-time for the library at 750 students. Local school

divisions that employ a sufficient number of school-based clerical personnel to meet this staffing

requirement may assign the clerical personnel to schools within the division according to the area

of greatest need, regardless of whether such schools are elementary, middle, or secondary.

Pursuant to the appropriation act, support services shall be funded from basic school aid.

School divisions may use the state and local funds for support services to provide additional

instructional services.

P. Notwithstanding the provisions of this section, when determining the assignment of

instructional and other licensed personnel in subsections C through J, a local school board shall

not be required to include full-time students of approved virtual school programs.

§ 22.1-253.13:3. Standard 3. Accreditation, other standards, assessments, and releases from

state regulations.

A. The Board of Education shall promulgate regulations establishing standards for accreditation

pursuant to the Administrative Process Act (§ 2.2-4000 et seq.), which shall include student

outcome measures, requirements and guidelines for instructional programs and for the

integration of educational technology into such instructional programs, administrative and

instructional staffing levels and positions, including staff positions for supporting educational

technology, student services, auxiliary education programs such as library and media services,

requirements for graduation from high school, community relations, and the philosophy, goals,

and objectives of public education in Virginia.

The Board of Education shall promulgate regulations establishing standards for accreditation of

public virtual schools under the authority of the local school board that enroll students full time.

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The Board's regulations establishing standards for accreditation shall ensure that the

accreditation process is transparent and based on objective measurements and that any appeal of

the accreditation status of a school is heard and decided by the Board.

The Board shall review annually the accreditation status of all schools in the Commonwealth.

The Board shall review the accreditation status of a school once every three years if the school

has been fully accredited for three consecutive years. Upon such triennial review, the Board shall

review the accreditation status of the school for each individual year within that triennial review

period. If the Board finds that the school would have been accredited every year of that triennial

review period the Board shall accredit the school for another three years. The Board may review

the accreditation status of any other school once every two years or once every three years,

provided that any school that receives a multiyear accreditation status other than full

accreditation shall be covered by a Board-approved multiyear corrective action plan for the

duration of the period of accreditation. Such multiyear corrective action plan shall include annual

written progress updates to the Board. A multiyear accreditation status shall not relieve any

school or division of annual reporting requirements.

Each local school board shall maintain schools that are fully accredited pursuant to the standards

for accreditation as prescribed by the Board of Education. Each local school board shall report

the accreditation status of all schools in the local school division annually in public session.

The Board shall establish a review process to assist any school that does not meet the standards

established by the Board. The relevant school board shall report the results of such review and

any annual progress reports in public session and shall implement any actions identified through

such review and utilize them for improvement planning.

The Board shall establish a corrective action plan process for any school that does not meet the

standards established by the Board. Such process shall require (i) each school board to submit a

corrective action plan for any school in the local school division that does not meet the standards

established by the Board, and (ii) any school board that fails to demonstrate progress in

developing or implementing any such corrective action plan to enter into a memorandum of

understanding with the Board, and (iii) approval of the use of funds a school board intends to use

pursuant to § 22.1-253.13:2(E)(3)(c).

When the Board determines through its review process that the failure of schools within a

division to meet the standards established by the Board is related to division-level failure to

implement the Standards of Quality or other division-level action or inaction, the Board may

require a division-level academic review. After the conduct of such review and within the time

specified by the Board of Education, each school board shall enter into a memorandum of

understanding with the Board and shall subsequently submit to the Board for approval a

corrective action plan, consistent with criteria established by the Board setting forth specific

actions and a schedule designed to ensure that schools within its school division meet the

standards established by the Board. If the Board determines that the proposed corrective action

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plan is not sufficient to enable all schools within the division to meet the standards established by

the Board, the Board may return the plan to the local school board with directions to submit an

amended plan pursuant to Board guidance. Such corrective action plans shall be part of the

relevant school division's comprehensive plan pursuant to § 22.1-253.13:6.

B. The Superintendent of Public Instruction shall develop and the Board of Education shall

approve criteria for determining and recognizing educational performance in the

Commonwealth's public school divisions and schools. Such criteria, when approved, shall

become an integral part of the accreditation process and shall include student outcome

measurements. The Superintendent of Public Instruction shall annually report to the Board on the

accreditation status of all school divisions and schools. Such report shall include an analysis of

the strengths and weaknesses of public education programs in the various school divisions in

Virginia and recommendations to the General Assembly for further enhancing student learning

uniformly across the Commonwealth. In recognizing educational performance in the school

divisions, the Board shall include consideration of special school division accomplishments, such

as numbers of dual enrollments and students in Advanced Placement and International

Baccalaureate courses, and participation in academic year Governor's Schools.

The Superintendent of Public Instruction shall assist local school boards in the implementation of

action plans for increasing educational performance in those school divisions and schools that

are identified as not meeting the approved criteria. The Superintendent of Public Instruction shall

monitor the implementation of and report to the Board of Education on the effectiveness of the

corrective actions taken to improve the educational performance in such school divisions and

schools.

C. With such funds as are available for this purpose, the Board of Education shall prescribe

assessment methods to determine the level of achievement of the Standards of Learning

objectives by all students. Such assessments shall evaluate knowledge, application of knowledge,

critical thinking, and skills related to the Standards of Learning being assessed. The Board shall,

with the assistance of independent testing experts, conduct a regular analysis and validation

process for these assessments. The Department of Education shall make available to school

divisions Standards of Learning assessments typically administered by the middle and high

schools by December 1 of the school year in which such assessments are to be administered or

when newly developed assessments are available, whichever is later.

The Board shall also provide the option of industry certification and state licensure examinations

as a student-selected credit.

The Board of Education shall make publicly available such assessments in a timely manner and

as soon as practicable following the administration of such tests, so long as the release of such

assessments does not compromise test security or deplete the bank of assessment questions

necessary to construct subsequent tests, or limit the ability to test students on demand and

provide immediate results in the web-based assessment system.

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The Board shall include in the student outcome measures that are required by the Standards for

Accreditation end-of-course or end-of-grade assessments for various grade levels and classes,

including the completion of the alternative assessments implemented by each local school board,

in accordance with the Standards of Learning. These assessments shall include end-of-course or

end-of-grade tests for English, mathematics, science, and history and social science and may be

integrated to include multiple subject areas.

The Board shall prescribe alternative methods of Standards of Learning assessment

administration for children with disabilities, as that term is defined in § 22.1-213, who meet

criteria established by the Board to demonstrate achievement of the Standards of Learning. An

eligible student's Individual Education Program team shall make the final determination as to

whether an alternative method of administration is appropriate for the student.

The Standards of Learning assessments administered to students in grades three through eight

shall not exceed (a) reading and mathematics in grades three and four; (b) reading, mathematics,

and science in grade five; (c) reading and mathematics in grades six and seven; (d) reading,

writing, and mathematics in grade eight; (e) science after the student receives instruction in the

grade six science, life science, and physical science Standards of Learning and before the student

completes grade eight; and (f) Virginia Studies and Civics and Economics once each at the grade

levels deemed appropriate by each local school board.

Each school board shall annually certify that it has provided instruction and administered an

alternative assessment, consistent with Board guidelines, to students in grades three through

eight in each Standards of Learning subject area in which a Standards of Learning assessment

was not administered during the school year. Such guidelines shall (1) incorporate options for

age-appropriate, authentic performance assessments and portfolios with rubrics and other

methodologies designed to ensure that students are making adequate academic progress in the

subject area and that the Standards of Learning content is being taught; (2) permit and encourage

integrated assessments that include multiple subject areas; and (3) emphasize collaboration

between teachers to administer and substantiate the assessments and the professional

development of teachers to enable them to make the best use of alternative assessments.

Local school divisions shall provide targeted mathematics remediation and intervention to

students in grades six through eight who show computational deficiencies as demonstrated by

their individual performance on any diagnostic test or grade-level Standards of Learning

mathematics test that measures non-calculator computational skills.

The Department of Education shall award recovery credit to any student in grades three through

eight who fails a Standards of Learning assessment in English reading or mathematics, receives

remediation, and subsequently retakes and passes such an assessment, including any such student

who subsequently retakes such an assessment on an expedited basis.

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In addition, to assess the educational progress of students, the Board of Education shall (A)

develop appropriate assessments, which may include criterion-referenced tests and other

assessment instruments that may be used by classroom teachers; (B) select appropriate industry

certification and state licensure examinations; and (C) prescribe and provide measures, which

may include nationally normed tests to be used to identify students who score in the bottom

quartile at selected grade levels. An annual justification that includes evidence that the student

meets the participation criteria defined by the Virginia Department of Education shall be

provided for each student considered for the Virginia Grade Level Alternative. Each Individual

Education Program team shall review such justification and make the final determination as to

whether or not the Virginia Grade Level Alternative is appropriate for the student. The

superintendent and the school board chairman shall certify to the Board of Education, as a part of

certifying compliance with the Standards of Quality, that there is a justification in the Individual

Education Program for every student who takes the Virginia Grade Level Alternative.

Compliance with this requirement shall be monitored as a part of the special education

monitoring process conducted by the Department of Education. The Board shall report to the

Governor and General Assembly in its annual reports pursuant to § 22.1-18 any school division

that is not in compliance with this requirement.

The Standards of Learning requirements, including all related assessments, shall be waived for

any student awarded a scholarship under the Brown v. Board of Education Scholarship Program,

pursuant to § 30-231.2, who is enrolled in a preparation program for a high school equivalency

examination approved by the Board of Education or in an adult basic education program or an

adult secondary education program to obtain the high school diploma or a high school

equivalency certificate.

The Department of Education shall develop processes for informing school divisions of changes

in the Standards of Learning.

The Board of Education may adopt special provisions related to the administration and use of

any Standards of Learning test or tests in a content area as applied to accreditation ratings for any

period during which the Standards of Learning content or assessments in that area are being

revised and phased in. Prior to statewide administration of such tests, the Board of Education

shall provide notice to local school boards regarding such special provisions.

The Board of Education shall not include in its calculation of the passage rate of a Standards of

Learning assessment for the purposes of state accountability any student whose parent has

decided to not have his child take such Standards of Learning assessment, unless such exclusions

would result in the school's not meeting any required state or federal participation rate.

D. The Board of Education may pursue all available civil remedies pursuant to § 22.1-19.1 or

administrative action pursuant to § 22.1-292.1 for breaches in test security and unauthorized

alteration of test materials or test results.

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The Board may initiate or cause to be initiated a review or investigation of any alleged breach in

security, unauthorized alteration, or improper administration of tests, including the exclusion of

students from testing who are required to be assessed, by local school board employees

responsible for the distribution or administration of the tests.

Records and other information furnished to or prepared by the Board during the conduct of a

review or investigation may be withheld pursuant to subdivision 10 of § 2.2-3705.3. However,

this section shall not prohibit the disclosure of records to (i) a local school board or division

superintendent for the purpose of permitting such board or superintendent to consider or to take

personnel action with regard to an employee or (ii) any requester, after the conclusion of a

review or investigation, in a form that (a) does not reveal the identity of any person making a

complaint or supplying information to the Board on a confidential basis and (b) does not

compromise the security of any test mandated by the Board. Any local school board or division

superintendent receiving such records or other information shall, upon taking personnel action

against a relevant employee, place copies of such records or information relating to the specific

employee in such person's personnel file.

Notwithstanding any other provision of state law, no test or examination authorized by this

section, including the Standards of Learning assessments, shall be released or required to be

released as minimum competency tests, if, in the judgment of the Board, such release would

breach the security of such test or examination or deplete the bank of questions necessary to

construct future secure tests.

E. With such funds as may be appropriated, the Board of Education may provide, through an

agreement with vendors having the technical capacity and expertise to provide computerized

tests and assessments, and test construction, analysis, and security, for (i) web-based

computerized tests and assessments, including computer-adaptive Standards of Learning

assessments, for the evaluation of student progress during and after remediation and (ii) the

development of a remediation item bank directly related to the Standards of Learning.

F. To assess the educational progress of students as individuals and as groups, each local school

board shall require the use of Standards of Learning assessments, alternative assessments, and

other relevant data, such as industry certification and state licensure examinations, to evaluate

student progress and to determine educational performance. Each local school shall require the

administration of appropriate assessments to students, which may include criterion-referenced

tests and teacher-made tests and shall include the Standards of Learning assessments, the local

school board's alternative assessments, and the National Assessment of Educational Progress

state-by-state assessment. Each school board shall analyze and report annually, in compliance

with any criteria that may be established by the Board of Education, the results from the Stanford

Achievement Test Series, Ninth Edition (Stanford Nine) assessment, if administered, industry

certification examinations, and the Standards of Learning Assessments to the public.

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The Board of Education shall not require administration of the Stanford Achievement Test

Series, Ninth Edition (Stanford Nine) assessment, except as may be selected to facilitate

compliance with the requirements for home instruction pursuant to § 22.1-254.1.

The Board shall include requirements for the reporting of the Standards of Learning assessment

scores and averages for each year, regardless of accreditation frequency, as part of the Board's

requirements relating to the School Performance Report Card. Such scores shall be disaggregated

for each school by student subgroups on the Virginia assessment program as appropriate and

shall be reported to the public within three months of their receipt. These reports (i) shall be

posted on the portion of the Department of Education's website relating to the School

Performance Report Card, in a format and in a manner that allows year-to-year comparisons, and

(ii) may include the National Assessment of Educational Progress state-by-state assessment.

G. Each local school division superintendent shall regularly review the division's submission of

data and reports required by state and federal law and regulations to ensure that all information is

accurate and submitted in a timely fashion. The Superintendent of Public Instruction shall

provide a list of the required reports and data to division superintendents annually. The status of

compliance with this requirement shall be included in the Board of Education's annual report to

the Governor and the General Assembly as required by § 22.1-18.

H. Any school board may request the Board of Education for release from state regulations or, on

behalf of one or more of its schools, for approval of an Individual School Accreditation Plan for

the evaluation of the performance of one or more of its schools as authorized for certain other

schools by the Standards for Accreditation pursuant to 8VAC20-131-280 C of the Virginia

Administrative Code. Waivers of regulatory requirements may be granted by the Board of

Education based on submission of a request from the division superintendent and chairman of the

local school board. The Board of Education may grant, for a period up to five years, a waiver of

regulatory requirements that are not (i) mandated by state or federal law or (ii) designed to

promote health or safety. The school board shall provide in its waiver request a description of

how the releases from state regulations are designed to increase the quality of instruction and

improve the achievement of students in the affected school or schools. The Department of

Education shall provide (a) guidance to any local school division that requests releases from state

regulations and (b) information about opportunities to form partnerships with other agencies or

entities to any local school division in which the school or schools granted releases from state

regulations have demonstrated improvement in the quality of instruction and the achievement of

students.

The Board of Education may also grant local school boards waivers of specific requirements in

§ 22.1-253.13:2, based on submission of a request from the division superintendent and chairman

of the local school board, permitting the local school board to assign instructional personnel to

the schools with the greatest needs, so long as the school division employs a sufficient number of

personnel divisionwide to meet the total number required by § 22.1-253.13:2 and all

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pupil/teacher ratios and class size maximums set forth in subsection C of § 22.1-253.13:2 are

met. The school board shall provide in its request a description of how the waivers from specific

Standards of Quality staffing standards are designed to increase the quality of instruction and

improve the achievement of students in the affected school or schools. The waivers may be

renewed in up to five-year increments, or revoked, based on student achievement results in the

affected school or schools.

§ 22.1-253.13:4. Standard 4. Student achievement and graduation requirements.

A. Each local school board shall award diplomas to all secondary school students, including

students who transfer from nonpublic schools or from home instruction, who meet the

requirements prescribed by the Board of Education and meet such other requirements as may be

prescribed by the local school board and approved by the Board of Education. Provisions shall be

made to facilitate the transfer and appropriate grade placement of students from other public

secondary schools, from nonpublic schools, or from home instruction as outlined in the standards

for accreditation. The standards for accreditation shall include provisions relating to the

completion of graduation requirements through Virtual Virginia. Further, reasonable

accommodation to meet the requirements for diplomas shall be provided for otherwise qualified

students with disabilities as needed.

In addition, each local school board may devise, vis-a-vis the award of diplomas to secondary

school students, a mechanism for calculating class rankings that takes into consideration whether

the student has taken a required class more than one time and has had any prior earned grade for

such required class expunged.

Each local school board shall notify the parents of rising eleventh and twelfth grade students of

(i) the requirements for graduation pursuant to the standards for accreditation and (ii) the

requirements that have yet to be completed by the individual student.

B. Students identified as disabled who complete the requirements of their individualized

education programs and meet certain requirements prescribed by the Board pursuant to

regulations but do not meet the requirements for any named diploma shall be awarded Applied

Studies diplomas by local school boards.

Each local school board shall notify the parent of such students with disabilities who have an

individualized education program and who fail to meet the graduation requirements of the

student's right to a free and appropriate education to age 21, inclusive, pursuant to Article 2

(§ 22.1-213 et seq.) of Chapter 13.

C. Students who have completed a prescribed course of study as defined by the local school

board shall be awarded certificates of program completion by local school boards if they are not

eligible to receive a Board of Education-approved diploma.

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Each local school board shall provide notification of the right to a free public education for

students who have not reached 20 years of age on or before August 1 of the school year, pursuant

to Chapter 1 (§ 22.1-1 et seq.), to the parent of students who fail to graduate or who have failed

to achieve graduation requirements as provided in the standards for accreditation. If such student

who does not graduate or complete such requirements is a student for whom English is a second

language, the local school board shall notify the parent of the student's opportunity for a free

public education in accordance with § 22.1-5.

D. (From Acts 2016, cc. 720 & 750: The graduation requirements established by the Board of

Education pursuant to the provisions of subdivisions D 1, 2, and 3 shall apply to each student

who enrolls in high school as (i) a freshman after July 1, 2018; (ii) a sophomore after July 1,

2019; (iii) a junior after July 1, 2020; or (iv) a senior after July 1, 2021) In establishing

graduation requirements, the Board shall:

1. Develop and implement, in consultation with stakeholders representing elementary and

secondary education, higher education, and business and industry in the Commonwealth and

including parents, policymakers, and community leaders in the Commonwealth, a Profile of a

Virginia Graduate that identifies the knowledge and skills that students should attain during high

school in order to be successful contributors to the economy of the Commonwealth, giving due

consideration to critical thinking, creative thinking, collaboration, communication, and

citizenship.

2. Emphasize the development of core skill sets in the early years of high school.

3. Establish multiple paths toward college and career readiness for students to follow in the later

years of high school. Each such pathway shall include opportunities for internships, externships,

and credentialing.

4. Provide for the selection of integrated learning courses meeting the Standards of Learning and

approved by the Board to satisfy graduation requirements, which shall include Standards of

Learning testing, as necessary.

5. Require students to complete at least one course in fine or performing arts or career and

technical education, one course in United States and Virginia history, and two sequential elective

courses chosen from a concentration of courses selected from a variety of options that may be

planned to ensure the completion of a focused sequence of elective courses that provides a

foundation for further education or training or preparation for employment.

6. Require that students either (i) complete an Advanced Placement, honors, or International

Baccalaureate course or (ii) earn a career and technical education credential that has been

approved by the Board, except when a career and technical education credential in a particular

subject area is not readily available or appropriate or does not adequately measure student

competency, in which case the student shall receive satisfactory competency-based instruction in

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the subject area to earn credit. The career and technical education credential, when required,

could include the successful completion of an industry certification, a state licensure

examination, a national occupational competency assessment, the Armed Services Vocational

Aptitude Battery, or the Virginia workplace readiness skills assessment. The Department of

Education shall develop, maintain, and make available to each local school board a catalogue of

the testing accommodations available to English language learners for each such certification,

examination, assessment, and battery. Each local school board shall develop and implement

policies to require each high school principal or his designee to notify each English language

learner of the availability of such testing accommodations prior to the student's participation in

any such certification, examination, assessment, or battery.

7. Beginning with first-time ninth grade students in the 2016-2017 school year, require students

to be trained in emergency first aid, cardiopulmonary resuscitation, and the use of automated

external defibrillators, including hands-on practice of the skills necessary to perform

cardiopulmonary resuscitation.

8. Make provision in its regulations for students with disabilities to earn a diploma.

9. Require students to complete one virtual course, which may be a noncredit-bearing course.

10. Provide that students who complete elective classes into which the Standards of Learning for

any required course have been integrated and achieve a passing score on the relevant Standards

of Learning test for the relevant required course receive credit for such elective class.

11. Establish a procedure to facilitate the acceleration of students that allows qualified students,

with the recommendation of the division superintendent, without completing the 140-hour class,

to obtain credit for such class upon demonstrating mastery of the course content and objectives

and receiving a passing score on the relevant Standards of Learning assessment. Nothing in this

section shall preclude relevant school division personnel from enforcing compulsory attendance

in public schools.

12. Provide for the award of credit for passing scores on industry certifications, state licensure

examinations, and national occupational competency assessments approved by the Board of

Education.

School boards shall report annually to the Board of Education the number of Board-approved

industry certifications obtained, state licensure examinations passed, national occupational

competency assessments passed, Armed Services Vocational Aptitude Battery assessments

passed, and Virginia workplace readiness skills assessments passed, and the number of career

and technical education completers who graduated. These numbers shall be reported as separate

categories on the School Performance Report Card.

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For the purposes of this subdivision, "career and technical education completer" means a student

who has met the requirements for a career and technical concentration or specialization and all

requirements for high school graduation or an approved alternative education program.

In addition, the Board may:

a. For the purpose of awarding credit, approve the use of additional or substitute tests for the

correlated Standards of Learning assessment, such as academic achievement tests, industry

certifications or state licensure examinations; and

b. Permit students completing career and technical education programs designed to enable such

students to pass such industry certification examinations or state licensure examinations to be

awarded, upon obtaining satisfactory scores on such industry certification or licensure

examinations, appropriate credit for one or more career and technical education classes into

which relevant Standards of Learning for various classes taught at the same level have been

integrated. Such industry certification and state licensure examinations may cover relevant

Standards of Learning for various required classes and may, at the discretion of the Board,

address some Standards of Learning for several required classes.

13. Provide for the waiver of certain graduation requirements (i) upon the Board's initiative or

(ii) at the request of a local school board. Such waivers shall be granted only for good cause and

shall be considered on a case-by-case basis.

14. Consider all computer science course credits earned by students to be science course credits,

mathematics course credits, or career and technical education credits. The Board of Education

shall develop guidelines addressing how computer science courses can satisfy graduation

requirements.

15. Permit local school divisions to waive the requirement for students to receive 140 clock

hours of instruction upon providing the Board with satisfactory proof, based on Board

guidelines, that the students for whom such requirements are waived have learned the content

and skills included in the relevant Standards of Learning.

16. Provide for the award of verified units of credit for a satisfactory score, as determined by the

Board, on the Preliminary ACT (PreACT) or Preliminary SAT/National Merit Scholarship

Qualifying Test (PSAT/NMSQT) examination.

17. Permit students to exceed a full course load in order to participate in courses offered by an

institution of higher education that lead to a degree, certificate, or credential at such institution.

18. Permit local school divisions to waive the requirement for students to receive 140 clock

hours of instruction after the student has completed the course curriculum and relevant Standards

of Learning end-of-course assessment, or Board-approved substitute, provided that such student

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subsequently receives instruction, coursework, or study toward an industry certification approved

by the local school board.

19. Permit any English language learner who previously earned a sufficient score on an

Advanced Placement or International Baccalaureate foreign language examination or an SAT II

Subject Test in a foreign language to substitute computer coding course credit for any foreign

language course credit required to graduate, except in cases in which such foreign language

course credit is required to earn an advanced diploma offered by a nationally recognized provider

of college-level courses.

E. In the exercise of its authority to recognize exemplary performance by providing for diploma

seals:

1. The Board shall develop criteria for recognizing exemplary performance in career and

technical education programs by students who have completed the requirements for a Board of

Education-approved diploma and shall award seals on the diplomas of students meeting such

criteria.

2. The Board shall establish criteria for awarding a diploma seal for science, technology,

engineering, and mathematics (STEM) for the Board of Education-approved diplomas. The

Board shall consider including criteria for (i) relevant coursework; (ii) technical writing, reading,

and oral communication skills; (iii) relevant training; and (iv) industry, professional, and trade

association national certifications.

3. The Board shall establish criteria for awarding a diploma seal for excellence in civics

education and understanding of our state and federal constitutions and the democratic model of

government for the Board of Education-approved diplomas. The Board shall consider including

criteria for (i) successful completion of history, government, and civics courses, including

courses that incorporate character education; (ii) voluntary participation in community service or

extracurricular activities that includes the types of activities that shall qualify as community

service and the number of hours required; and (iii) related requirements as it deems appropriate.

4. The Board shall establish criteria for awarding a diploma seal of biliteracy to any student who

demonstrates proficiency in English and at least one other language for the Board of Education-

approved diplomas. The Board shall consider criteria including the student's (i) score on a

College Board Advanced Placement foreign language examination, (ii) score on an SAT II

Subject Test in a foreign language, (iii) proficiency level on an ACTFL Assessment of

Performance toward Proficiency in Languages (AAPPL) measure or another nationally or

internationally recognized language proficiency test, or (iv) cumulative grade point average in a

sequence of foreign language courses approved by the Board.

F. The Board shall establish, by regulation, requirements for the award of a general achievement

adult high school diploma for those persons who are not subject to the compulsory school

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attendance requirements of § 22.1-254 and have (i) achieved a passing score on a high school

equivalency examination approved by the Board of Education; (ii) successfully completed an

education and training program designated by the Board of Education; (iii) earned a Board of

Education-approved career and technical education credential such as the successful completion

of an industry certification, a state licensure examination, a national occupational competency

assessment, the Armed Services Vocational Aptitude Battery, or the Virginia workplace

readiness skills assessment; and (iv) satisfied other requirements as may be established by the

Board for the award of such diploma.

G. To ensure the uniform assessment of high school graduation rates, the Board shall collect,

analyze, report, and make available to the public high school graduation and dropout data using a

formula prescribed by the Board.

H. The Board shall also collect, analyze, report, and make available to the public high school

graduation and dropout data using a formula that excludes any student who fails to graduate

because such student is in the custody of the Department of Corrections, the Department of

Juvenile Justice, or local law enforcement. For the purposes of the Standards of Accreditation,

the Board shall use the graduation rate required by this subsection.

I. The Board may promulgate such regulations as may be necessary and appropriate for the

collection, analysis, and reporting of such data required by subsections G and H.

§ 22.1-253.13:5. Standard 5. Quality of classroom instruction and educational leadership.

A. Each member of the Board of Education shall participate in high-quality professional

development programs on personnel, curriculum and current issues in education as part of his

service on the Board.

B. Consistent with the finding that leadership is essential for the advancement of public

education in the Commonwealth, teacher, principal, and superintendent evaluations shall be

consistent with the performance standards included in the Guidelines for Uniform Performance

Standards and Evaluation Criteria for Teachers, Principals, and Superintendents. Evaluations

shall include student academic progress as a significant component and an overall summative

rating. Teacher evaluations shall include regular observation and evidence that instruction is

aligned with the school's curriculum. Evaluations shall include identification of areas of

individual strengths and weaknesses and recommendations for appropriate professional

activities.

C. The Board of Education shall provide guidance on high-quality professional development for

(i) teachers, principals, supervisors, division superintendents, and other school staff; (ii)

principals, supervisors, and division superintendents in the evaluation and documentation of

teacher and principal performance based on student academic progress and the skills and

knowledge of such instructional or administrative personnel; (iii) school board members on

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personnel, curriculum and current issues in education; and (iv) programs in Braille for teachers

of the blind and visually impaired, in cooperation with the Virginia Department for the Blind and

Vision Impaired.

The Board shall also provide technical assistance on high-quality professional development to

local school boards designed to ensure that all instructional personnel are proficient in the use of

educational technology consistent with its comprehensive plan for educational technology.

D. Each local school board shall require (i) its members to participate annually in high-quality

professional development activities at the state, local, or national levels on governance,

including, but not limited to, personnel policies and practices; the evaluation of personnel,

curriculum, and instruction; use of data in planning and decision making; and current issues in

education as part of their service on the local board and (ii) the division superintendent to

participate annually in high-quality professional development activities at the local, state, or

national levels, including the Standards of Quality, Board of Education regulations, and the

Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Principals,

and Superintendents.

E. Each local school board shall provide a program of high-quality professional development (i)

in the use and documentation of performance standards and evaluation criteria based on student

academic progress and skills for teachers, principals, and superintendents to clarify roles and

performance expectations and to facilitate the successful implementation of instructional

programs that promote student achievement at the school and classroom levels; (ii) as part of the

license renewal process, to assist teachers and principals in acquiring the skills needed to work

with gifted students, students with disabilities, and students who have been identified as having

limited English proficiency and to increase student achievement and expand the knowledge and

skills students require to meet the standards for academic performance set by the Board of

Education; (iii) in educational technology for all instructional personnel which is designed to

facilitate integration of computer skills and related technology into the curricula; and (iv) for

principals and supervisors designed to increase proficiency in instructional leadership and

management, including training in the evaluation and documentation of teacher and principal

performance based on student academic progress and the skills and knowledge of such

instructional or administrative personnel.

In addition, each local school board shall also provide teachers and principals with high-quality

professional development programs each year in (a) instructional content; (b) the preparation of

tests and other assessment measures; (c) methods for assessing the progress of individual

students, including Standards of Learning assessment materials or other criterion-referenced tests

that match locally developed objectives; (d) instruction and remediation techniques in English,

mathematics, science, and history and social science; (e) interpreting test data for instructional

purposes; (f) technology applications to implement the Standards of Learning; and (g) effective

classroom management.

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F. Schools and school divisions shall include as an integral component of their comprehensive

plans required by § 22.1-253.13:6, high-quality professional development programs that support

the recruitment, employment, and retention of qualified teachers and principals. Each school

board shall require all instructional personnel to participate each year in these professional

development programs.

G. Each local school board shall annually review its professional development program for

quality, effectiveness, participation by instructional personnel, and relevancy to the instructional

needs of teachers and the academic achievement needs of the students in the school division.

H. The Board of Education shall establish, and school boards shall provide, teacher leadership

and mentorship programs utilizing specially trained public school teachers. The Board shall

issue guidelines for teacher leadership and mentorship programs and shall set criteria for

beginning and experienced teacher participation, including self-referral, and the qualifications

and training of teacher leaders and teacher mentors. Such guidelines shall provide that the

programs be administered by local school boards, with the assistance of a local advisory

committee made up of teachers, principals, and supervisors.

§ 22.1-253.13:6. Standard 6. Planning and public involvement.

A. The Board of Education shall adopt a statewide comprehensive, unified, long-range plan

based on data collection, analysis, and evaluation. Such plan shall be developed with statewide

participation. The Board shall review the plan biennially and adopt any necessary revisions. The

Board shall post the plan on the Department of Education's website if practicable, and, in any

case, shall make a hard copy of such plan available for public inspection and copying.

This plan shall include the objectives of public education in Virginia, including strategies for

first improving student achievement, particularly the achievement of educationally at-risk

students, then maintaining high levels of student achievement; an assessment of the extent to

which these objectives are being achieved; a forecast of enrollment changes; and an assessment

of the needs of public education in the Commonwealth. In the annual report required by § 22.1-

18, the Board shall include an analysis of the extent to which these Standards of Quality have

been achieved and the objectives of the statewide comprehensive plan have been met. The Board

shall also develop, consistent with, or as a part of, its comprehensive plan, a detailed

comprehensive, long-range plan to integrate educational technology into the Standards of

Learning and the curricula of the public schools in Virginia, including career and technical

education programs. The Board shall review and approve the comprehensive plan for educational

technology and may require the revision of such plan as it deems necessary.

B. Each local school board shall adopt a divisionwide comprehensive, unified, long-range plan

based on data collection, an analysis of the data, and how the data will be utilized to improve

classroom instruction and student achievement. The plan shall be developed with staff and

community involvement and shall include, or be consistent with, all other divisionwide plans

72

required by state and federal laws and regulations. Each local school board shall review the plan

biennially and adopt any necessary revisions. Prior to the adoption of any divisionwide

comprehensive plan or revisions thereto, each local school board shall post such plan or revisions

on the division's Internet website if practicable, and, in any case, shall make a hard copy of the

plan or revisions available for public inspection and copying and shall conduct at least one public

hearing to solicit public comment on the divisionwide plan or revisions.

The divisionwide comprehensive plan shall include, but shall not be limited to, (i) the objectives

of the school division, including strategies for first improving student achievement, particularly

the achievement of educationally at-risk students, then maintaining high levels of student

achievement; (ii) an assessment of the extent to which these objectives are being achieved; (iii) a

forecast of enrollment changes; (iv) a plan for projecting and managing enrollment changes

including consideration of the consolidation of schools to provide for a more comprehensive and

effective delivery of instructional services to students and economies in school operations; (v) an

evaluation of the appropriateness of establishing regional programs and services in cooperation

with neighboring school divisions; (vi) a plan for implementing such regional programs and

services when appropriate; (vii) a technology plan designed to integrate educational technology

into the instructional programs of the school division, including the school division's career and

technical education programs, consistent with, or as a part of, the comprehensive technology plan

for Virginia adopted by the Board of Education; (viii) an assessment of the needs of the school

division and evidence of community participation, including parental participation, in the

development of the plan; (ix) any corrective action plan required pursuant to § 22.1-253.13:3;

and (x) a plan for parent and family involvement to include building successful school and parent

partnerships that shall be developed with staff and community involvement, including

participation by parents.

A report shall be presented by each school board to the public by November 1 of each odd-

numbered year on the extent to which the objectives of the divisionwide comprehensive plan

have been met during the previous two school years.

C. Each public school shall also prepare a comprehensive, unified, long-range plan, which the

relevant school board shall consider in the development of its divisionwide comprehensive plan.

D. The Board of Education shall, in a timely manner, make available to local school boards

information about where current Virginia school laws, Board regulations and revisions, and

copies of relevant Opinions of the Attorney General of Virginia may be located online.

§ 22.1-253.13:7. Standard 7. School board policies.

A. Each local school board shall develop policies and procedures to address complaints of sexual

abuse of a student by a teacher or other school board employee.

73

B. Each local school board shall maintain and follow up-to-date policies. All school board

policies shall be reviewed at least every five years and revised as needed.

C. Each local school board shall ensure that policies are developed giving consideration to the

views of teachers, parents, and other concerned citizens and addressing the following:

1. A system of two-way communication between employees and the local school board and its

administrative staff whereby matters of concern can be discussed in an orderly and constructive

manner;

2. The selection and evaluation of all instructional materials purchased by the school division,

with clear procedures for handling challenged controversial materials;

3. The standards of student conduct and attendance and enforcement procedures designed to

provide that public education be conducted in an atmosphere free of disruption and threat to

persons or property and supportive of individual rights;

4. School-community communications and community involvement;

5. Guidelines to encourage parents to provide instructional assistance to their children in the

home, which may include voluntary training for the parents of children in grades K through

three;

6. Information about procedures for addressing concerns with the school division and recourse

available to parents pursuant to § 22.1-87;

7. A cooperatively developed procedure for personnel evaluation appropriate to tasks performed

by those being evaluated; and

8. Grievances, dismissals, etc., of teachers, and the implementation procedure prescribed by the

General Assembly and the Board of Education, as provided in Article 3 (§ 22.1-306 et seq.) of

Chapter 15, and the maintenance of copies of such procedures.

D. A current copy of all school division policies and regulations approved by the local school

board, including the Student Conduct Policy, shall be posted on the division's website and shall

be available to employees and to the public. School boards shall ensure that printed copies of

such policies and regulations are available as needed to citizens who do not have online access.

E. An annual announcement shall be made in each division at the beginning of the school year

and, for parents of students enrolling later in the academic year, at the time of enrollment,

advising the public that the policies are available in such places.

§ 22.1-253.13:8. Compliance.

The Standards of Quality prescribed in this chapter shall be the only standards of quality required

by Article VIII, Section 2 of the Constitution of Virginia.

74

Each local school board shall provide, as a minimum, the programs and services, as provided in

the Standards of Quality prescribed above, with state and local funds as apportioned by the

General Assembly in the appropriation act and to the extent funding is provided by the General

Assembly.

Each local school board shall report its compliance with the Standards of Quality to the Board of

Education annually. The report of compliance shall be submitted to the Board of Education by

the chairman of the local school board and the division superintendent.

Noncompliance with the Standards of Quality shall be included in the Board of Education's

annual report to the Governor and the General Assembly as required by § 22.1-18.

As required by § 22.1-18, the Board of Education shall submit to the Governor and the General

Assembly a report on the condition and needs of public education in the Commonwealth and

shall identify any school divisions and the specific schools therein that have failed to establish

and maintain schools meeting the existing prescribed Standards of Quality.

The Board of Education shall have authority to seek school division compliance with the

foregoing Standards of Quality. When the Board of Education determines that a school division

has failed or refused, and continues to fail or refuse, to comply with any such Standard, the

Board may petition the circuit court having jurisdiction in the school division to mandate or

otherwise enforce compliance with such standard, including the development or implementation

of any required corrective action plan that a local school board has failed or refused to develop or

implement in a timely manner.

§ 22.1-253.13:9. Exemplar School Recognition Program.

A. Schools and local school divisions shall be recognized by the Board of Education in

accordance with guidelines it shall establish for the Exemplar School Recognition Program (the

Program). The Program shall be designed to recognize and reward (i) schools that exceed Board-

established requirements or show continuous improvement on academic and school quality

indicators and (ii) schools, school divisions, and school boards that implement effective,

innovative practices that are aligned with the Commonwealth's goals for public education. Such

recognition may include:

1. Public announcements recognizing individual schools and divisions;

2. Tangible rewards;

3. Waivers of certain board regulations;

4. Exemptions from certain reporting requirements; or

5. Other commendations deemed appropriate to recognize high achievement.

75

In addition to Board recognition, local school boards shall adopt policies to recognize individual

schools through public announcements or media releases as well as other appropriate

recognition.

B. A school that maintains a passing rate on Virginia assessment program tests or additional tests

approved by the Board of 95 percent or above in each of the four core academic areas for two

consecutive years may, upon application to the Department of Education, receive a waiver from

accreditation. A school receiving such a waiver shall be fully accredited for a three-year period.

However, such school shall continue to annually submit documentation in compliance with the

pre-accreditation eligibility requirements.

§ 22.1-253.13:10. Repealed.

Repealed by Acts 2019, c. 771, cl. 2.

76

APPENDIX E: SUMMARY OF COMPLIANCE AND NON-COMPLIANCE WITH THE

STANDARDS OF QUALITY FOR 2019-2020

Legal requirement for reporting compliance

Section § 22.1-18 of the Code of Virginia requires the Board of Education to “identify any

school divisions and the specific schools therein that have failed to establish and maintain

schools meeting the existing prescribed standards of quality.” Each year, the Department of

Education collects self-reported data from school divisions on their compliance with the

provisions of § 22.1-253.13:1 through § 22.1-253.13:8 of the Code of Virginia (i.e. the Standards

of Quality). The school board chair and division superintendent certify the level of compliance

with the standards and submit the information to the Department of Education via an electronic

data collection system. For any instance of noncompliance, school divisions must also report a

corrective action plan that will move the division into compliance.

Compliance and Noncompliance with the Standards of Quality

For the 2019-2020 school year, under the Standards of Quality (SOQ) that were in effect as of

July 1, 2019, 81 school divisions (61 percent) reported full compliance with the provisions of the

SOQ, and 51 school divisions (39 percent) reported noncompliance with one or more provisions

of the SOQ. If not for school accreditation status, an additional 27 school divisions (20 percent)

would have reported full compliance with the SOQ. Five school divisions maintained fully

accredited schools but reported noncompliance with provisions in Standard Two.

Appendix B provides the list of the 81 divisions reporting full compliance with the SOQ.

Appendix C provides the areas of noncompliance with the SOQ by division.

School Divisions Reporting Noncompliance with the Standards of Quality

Standard Number of Noncompliant

Divisions

Standard One – Instructional Programs 6

Standard Two – Instructional, Administrative, and Support Personnel 16

Standard Three – Accreditation 44

Standard Three – Other Standards and Evaluation 6

Standard Four – Student Achievement and Graduation Requirements 3

Standard Five – Quality of Classroom Instruction and Educational

Leadership 2

Standard Six – Planning and Evaluation 2

Standard Seven – School Board Policies 0

Standard Eight – Compliance 2

77

APPENDIX F: SCHOOL DIVISIONS REPORTING FULL COMPLIANCE WITH THE

STANDARDS OF QUALITY FOR 2019-2020

School Divisions in Full

Compliance for 2019-2020

2019 - 2020

Was

Division

Compliant?

2018 - 2019

Was

Division

Compliant?

2017 - 2018

Was

Division

Compliant?

2016 - 2017

Was

Division

Compliant? Alexandria City Yes No No No

Appomattox County Yes Yes Yes Yes

Arlington County Yes Yes Yes Yes

Augusta County Yes No No No

Bath County Yes Yes Yes Yes

Bland County Yes Yes Yes Yes

Botetourt County Yes Yes Yes Yes

Buchanan County Yes Yes No No

Buena Vista City Yes No No No

Campbell County Yes No No No

Carroll County Yes Yes Yes No

Charles City County Yes Yes Yes No

Charlotte County Yes Yes No No

Chesapeake City Yes No No No

Chesterfield County Yes Yes No No

Clarke County Yes Yes Yes Yes

Colonial Beach Yes Yes Yes Yes

Colonial Heights City Yes Yes Yes Yes

Craig County Yes Yes Yes Yes

Cumberland County Yes No No No

Dickenson County Yes Yes Yes Yes

Falls Church City Yes Yes Yes Yes

Floyd County Yes Yes No No

Fluvanna County Yes Yes Yes Yes

Frederick County Yes No No No

Galax City Yes Yes Yes Yes

Giles County Yes Yes Yes Yes

Gloucester County Yes Yes Yes No

Goochland County Yes Yes Yes Yes

Grayson County Yes Yes No No

Greene County Yes Yes Yes Yes

Halifax County Yes No No No

Hampton City Yes No No No

Hanover County Yes Yes Yes No

Henry County Yes No No No

Highland County Yes Yes Yes Yes

78

School Divisions in Full

Compliance for 2019-2020

2019 - 2020

Was

Division

Compliant?

2018 - 2019

Was

Division

Compliant?

2017 - 2018

Was

Division

Compliant?

2016 - 2017

Was

Division

Compliant? Isle of Wight County Yes Yes Yes Yes

King George County Yes Yes Yes Yes

Lee County Yes No No No

Lexington City Yes Yes Yes Yes

Loudoun County Yes Yes No No

Louisa County Yes Yes Yes Yes

Lunenburg County Yes Yes No No

Madison County Yes Yes No No

Manassas City Yes Yes No No

Manassas Park City Yes No No No

Mathews County Yes Yes Yes Yes

Middlesex County Yes Yes Yes Yes

New Kent County Yes Yes Yes Yes

Norton City Yes Yes Yes Yes

Orange County Yes Yes Yes No

Patrick County Yes Yes Yes Yes

Pittsylvania County Yes No Yes No

Poquoson City Yes Yes Yes Yes

Powhatan County Yes Yes Yes Yes

Prince George County Yes Yes No Yes

Radford City Yes Yes Yes Yes

Rappahannock County Yes Yes Yes Yes

Richmond County Yes Yes Yes Yes

Roanoke City Yes Yes No No

Roanoke County Yes Yes Yes Yes

Rockbridge County Yes Yes No No

Rockingham County Yes Yes Yes No

Russell County Yes Yes Yes Yes

Salem City Yes Yes Yes Yes

Scott County Yes Yes Yes Yes

Smyth County Yes Yes Yes No

Southampton County Yes Yes Yes Yes

Spotsylvania County Yes Yes No No

Stafford County Yes Yes Yes Yes

Surry County Yes Yes Yes Yes

Sussex County Yes Yes Yes No

Tazewell County Yes Yes Yes Yes

Virginia Beach City Yes Yes Yes No

Washington County Yes Yes Yes Yes

79

School Divisions in Full

Compliance for 2019-2020

2019 - 2020

Was

Division

Compliant?

2018 - 2019

Was

Division

Compliant?

2017 - 2018

Was

Division

Compliant?

2016 - 2017

Was

Division

Compliant? West Point Yes Yes Yes Yes

Westmoreland County Yes Yes No No

Williamsburg-James City County Yes Yes Yes Yes

Wise County Yes Yes Yes Yes

Wythe County Yes Yes Yes Yes

York County Yes No No No

80

APPENDIX F: SCHOOL DIVISIONS REPORTING NONCOMPLIANCE WITH ONE

OR MORE PROVISIONS OF THE STANDARDS OF QUALITY FOR 2018-2019

Instances of noncompliance in this appendix denoted with an asterisk indicate that the

noncompliance was attributed to the mandatory school closure due to the COVID-19 pandemic.

STANDARD 1: INSTRUCTIONAL PROGRAMS

Standard 1 Requirement School Division

2019 – 2020

Was

Division

Compliant?

2018 – 2019

Was

Division

Compliant?

2017 – 2018

Was

Division

Compliant?

2016 – 2017

Was

Division

Compliant?

§ 22.1-253.13:1(B) - The school

division (i) requires each middle school

student to take at least one course in

career investigation, or (ii) has selected

an alternate means of delivering the

career investigation course to each

middle school student.

Franklin City NO* YES YES YES

§ 22.1-253.13:1(C) - Local school

boards shall develop and implement a

program of instruction that emphasizes

proficiency in the use of computers and

related technology, computer science

and computational thinking, including

computer coding.

Richmond

City NO NO NO YES

§ 22.1-253.13:1(C) - Local school

boards shall also develop and

implement programs of prevention,

intervention, or remediation for

students who are educationally at risk

including, but not limited to, those who

fail to achieve a passing score on any

Standards of Learning assessment in

grades three through eight or who fail

an end-of-course test required for the

award of a verified unit of credit. Such

programs shall include components

that are research-based.

Dinwiddie

County NO* YES YES YES

§ 22.1-253.13:1(C) - The school

division requires any student who fails

to achieve a passing score on all of the

SOL assessments for the relevant grade

level in grades three through eight or

who fails an end-of-course test

required for the award of a verified unit

of credit to attend a remediation

program or to participate in another

form of remediation.

Dinwiddie

County NO* YES YES YES

81

Standard 1 Requirement School Division

2019 – 2020

Was

Division

Compliant?

2018 – 2019

Was

Division

Compliant?

2017 – 2018

Was

Division

Compliant?

2016 – 2017

Was

Division

Compliant?

§ 22.1-253.13:1(C) - The division

superintendent chooses summer school

remediation programs or other forms of

remediation as appropriate to the

academic needs of the student and does

not charge tuition to students required

to attend such programs.

Dinwiddie

County NO* YES YES YES

§ 22.1-253.13:1(D)(3)(c) - The school

division has implemented career and

technical education programs

incorporated into the K through 12

curricula that includes competency-

based career and technical education

programs that integrate academic

outcomes, career guidance and job-

seeking skills for all secondary

students. …

Franklin City NO* YES YES YES

§ 22.1-253.13:1(D)(3)(d) - The school

division has implemented career and

technical education programs

incorporated into the K through 12

curricula that includes annual notice on

its website to enrolled high school

students and their parents of (i) the

availability of the postsecondary

education and employment data

published by the State Council of

Higher Education on its website

pursuant to § 23.1-204.1 and (ii) the

opportunity for such students to obtain

a nationally recognized career

readiness certificate at a local public

high school, comprehensive

community college, or workforce

center.

Franklin City NO YES YES YES

82

Standard 1 Requirement School Division

2019 – 2020

Was

Division

Compliant?

2018 – 2019

Was

Division

Compliant?

2017 – 2018

Was

Division

Compliant?

2016 – 2017

Was

Division

Compliant?

§ 22.1-253.13:1(D)(3)(d) - The school

division has implemented career and

technical education programs

incorporated into the K through 12

curricula that includes annual notice on

its website to enrolled high school

students and their parents of (i) the

availability of the postsecondary

education and employment data

published by the State Council of

Higher Education on its website

pursuant to § 23.1-204.1 and (ii) the

opportunity for such students to obtain

a nationally recognized career

readiness certificate at a local public

high school, comprehensive

community college, or workforce

center.

Page County NO YES YES YES

§ 22.1-253.13:1(D)(3)(d) - The school

division has implemented career and

technical education programs

incorporated into the K through 12

curricula that includes annual notice on

its website to enrolled high school

students and their parents of (i) the

availability of the postsecondary

education and employment data

published by the State Council of

Higher Education on its website

pursuant to § 23.1-204.1 and (ii) the

opportunity for such students to obtain

a nationally recognized career

readiness certificate at a local public

high school, comprehensive

community college, or workforce

center.

Richmond

City NO NO NO YES

§ 22.1-253.13:1(D)(4) – Local school

boards shall implement educational

objectives in middle and high school

that emphasize economic education

and financial literacy pursuant to §

22.1-200.03.

Franklin City NO* YES YES YES

§ 22.1-253.13:1(D)(4) – Local school

boards shall implement educational

objectives in middle and high school

that emphasize economic education

and financial literacy pursuant to §

22.1-200.03.

Richmond

City NO NO YES YES

83

Standard 1 Requirement School Division

2019 – 2020

Was

Division

Compliant?

2018 – 2019

Was

Division

Compliant?

2017 – 2018

Was

Division

Compliant?

2016 – 2017

Was

Division

Compliant?

§ 22.1-253.13:1(D)(8) – Local school

boards shall implement adult education

programs for individuals functioning

below the high school completion

level.

Mecklenburg

County NO NO YES YES

§ 22.1-253.13:1(D)(11) – Local school

boards shall implement a plan to notify

students and their parents of the

availability of dual enrollment and

advanced placement classes; career and

technical education programs,

including internships, externships,

apprenticeships, credentialing

programs, certification programs,

licensure programs, and other work-

based learning experiences; the

International Baccalaureate Program

and Academic Year Governor's School

Programs; the qualifications for

enrolling in such classes, programs,

and experiences; and the availability of

financial assistance to low-income and

needy students to take the advanced

placement and International

Baccalaureate examinations.

Richmond

City NO NO YES YES

§ 22.1-253.13:1(D)(13) – Local school

divisions shall provide algebra

readiness intervention services to

students in grades six through nine

who are at risk of failing the Algebra I

end-of-course test, as demonstrated by

their individual performance on any

diagnostic test that has been approved

by the Department of Education. Local

school divisions shall report the results

of the diagnostic tests to the

Department of Education on an annual

basis, at a time to be determined by the

Superintendent of Public Instruction.

Each student who receives algebra

readiness intervention services will be

assessed again at the end of that school

year.

Essex County NO YES YES YES

STANDARD 2: INSTRUCTIONAL, ADMINISTRATIVE, AND PROFESSIONAL

SUPPORT PERSONNEL

84

Standard 2 Requirement School Division

2019 – 2020

Was

Division

Compliant?

2018 – 2019

Was

Division

Compliant?

2017 – 2018

Was

Division

Compliant?

2016 – 2017

Was

Division

Compliant?

§ 22.1-253.13:2(B) - The school board

employs licensed instructional

personnel qualified in the relevant

subject areas.

Charlottesville

City NO YES NO YES

§ 22.1-253.13:2(B) - The school board

employs licensed instructional

personnel qualified in the relevant

subject areas.

Martinsville

City NO NO NO NO

§ 22.1-253.13:2(B) - The school board

employs licensed instructional

personnel qualified in the relevant

subject areas.

Petersburg

City NO YES YES YES

§ 22.1-253.13:2(B) - The school board

employs licensed instructional

personnel qualified in the relevant

subject areas.

Warren

County NO NO NO YES

§ 22.1-253.13:2(C)(iii) - Each school

board shall assign licensed

instructional personnel in a manner

that produces divisionwide ratios of

students in average daily membership

to full-time equivalent teaching

positions, excluding special education

teachers, principals, assistant

principals, counselors, and librarians,

that are not greater than the following

ratios: Twenty-five to one in grades

four through six with no class larger

than thirty-five pupils.

Henrico

County NO YES NO NO

§ 22.1-253.13:2(C)(iv) - Each school

board shall assign licensed

instructional personnel in a manner

that produces divisionwide ratios of

students in average daily membership

to full-time equivalent teaching

positions, excluding special education

teachers, principals, assistant

principals, counselors, and librarians,

that are not greater than the following

ratios: Twenty-four to one in English

classes in grades six through twelve.

Amelia

County NO YES YES YES

85

Standard 2 Requirement School Division

2019 – 2020

Was

Division

Compliant?

2018 – 2019

Was

Division

Compliant?

2017 – 2018

Was

Division

Compliant?

2016 – 2017

Was

Division

Compliant?

§ 22.1-253.13:2(C)(iv) - Each school

board shall assign licensed

instructional personnel in a manner

that produces divisionwide ratios of

students in average daily membership

to full-time equivalent teaching

positions, excluding special education

teachers, principals, assistant

principals, counselors, and librarians,

that are not greater than the following

ratios: Twenty-four to one in English

classes in grades six through twelve.

King William

County NO YES NO YES

§ 22.1-253.13:2(C)(iv) - Each school

board shall assign licensed

instructional personnel in a manner

that produces divisionwide ratios of

students in average daily membership

to full-time equivalent teaching

positions, excluding special education

teachers, principals, assistant

principals, counselors, and librarians,

that are not greater than the following

ratios: Twenty-four to one in English

classes in grades six through twelve.

Page County NO NO YES YES

§ 22.1-253.13:2(C) - After September

30 of the school year, anytime the

number of students in a class exceeds

the class size limit established by §

22.1-253.13:2, the local school

division has notified the parent of each

student in such class of such fact no

later than 10 days after the date on

which the class exceeded the class size

limit. Such notification states the

reason that the class size exceeds the

class size limit and describes the

measures that the local school division

will take to reduce the class size to

comply.

Richmond

City NO NO NO NO

§ 22.1-253.13:2(C) - The school

division provides all middle and high

school teachers with one planning

period per day or the equivalent,

unencumbered of any teaching or

supervisory duties.

Warren

County NO NO YES YES

86

Standard 2 Requirement School Division

2019 – 2020

Was

Division

Compliant?

2018 – 2019

Was

Division

Compliant?

2017 – 2018

Was

Division

Compliant?

2016 – 2017

Was

Division

Compliant?

§ 22.1-253.13:2(H)(3) - The local

school board employs, at a minimum:

Librarians in elementary schools, one

part-time to 299 students, one full-

time at 300 students; librarians in

middle schools, one- half time to 299

students, one full-time at 300 students,

two full-time at 1,000 students;

librarians in high schools, one half-

time to 299 students, one full- time at

300 students, two full- time at 1,000

students.

Amherst

County NO NO NO NO

§ 22.1-253.13:2(H)(3) - The local

school board employs, at a minimum:

Librarians in elementary schools, one

part-time to 299 students, one full-

time at 300 students; librarians in

middle schools, one- half time to 299

students, one full-time at 300 students,

two full-time at 1,000 students;

librarians in high schools, one half-

time to 299 students, one full- time at

300 students, two full- time at 1,000

students.

Culpeper

County NO NO YES YES

§ 22.1-253.13:2(H)(3) - The local

school board employs, at a minimum:

Librarians in elementary schools, one

part-time to 299 students, one full-

time at 300 students; librarians in

middle schools, one- half time to 299

students, one full-time at 300 students,

two full-time at 1,000 students;

librarians in high schools, one half-

time to 299 students, one full- time at

300 students, two full- time at 1,000

students.

King and

Queen County NO NO NO YES

§ 22.1-253.13:2(H)(3) - The local

school board employs, at a minimum:

Librarians in elementary schools, one

part-time to 299 students, one full-

time at 300 students; librarians in

middle schools, one- half time to 299

students, one full-time at 300 students,

two full-time at 1,000 students;

librarians in high schools, one half-

time to 299 students, one full- time at

300 students, two full- time at 1,000

students.

Prince

William

County

NO YES NO NO

87

Standard 2 Requirement School Division

2019 – 2020

Was

Division

Compliant?

2018 – 2019

Was

Division

Compliant?

2017 – 2018

Was

Division

Compliant?

2016 – 2017

Was

Division

Compliant?

§ 22.1-253.13:2(H)(4) - The local

school board employs, at a minimum:

School counselors in elementary

schools, one hour per day per 91

students, one full-time at 455 students,

one hour per day additional time per

91 students or major fraction thereof;

school counselors in middle schools,

one period per 74 students, one full-

time at 370 students, one additional

period per 74 students or major

fraction thereof; school counselors in

high schools, one period per 65

students, one full-time at 325 students,

one additional period per 65 students

or major fraction thereof.

(May assign school counselors to

schools within the division according

to the area of greatest need)

Buckingham

County NO YES YES YES

§ 22.1-253.13:2(H)(4) - The local

school board employs, at a minimum:

School counselors in elementary

schools, one hour per day per 91

students, one full-time at 455 students,

one hour per day additional time per

91 students or major fraction thereof;

school counselors in middle schools,

one period per 74 students, one full-

time at 370 students, one additional

period per 74 students or major

fraction thereof; school counselors in

high schools, one period per 65

students, one full-time at 325 students,

one additional period per 65 students

or major fraction thereof.

(May assign school counselors to

schools within the division according

to the area of greatest need)

Culpeper

County NO NO YES YES

88

Standard 2 Requirement School Division

2019 – 2020

Was

Division

Compliant?

2018 – 2019

Was

Division

Compliant?

2017 – 2018

Was

Division

Compliant?

2016 – 2017

Was

Division

Compliant?

§ 22.1-253.13:2(H)(4) - The local

school board employs, at a minimum:

School counselors in elementary

schools, one hour per day per 91

students, one full-time at 455 students,

one hour per day additional time per

91 students or major fraction thereof;

school counselors in middle schools,

one period per 74 students, one full-

time at 370 students, one additional

period per 74 students or major

fraction thereof; school counselors in

high schools, one period per 65

students, one full-time at 325 students,

one additional period per 65 students

or major fraction thereof.

(May assign school counselors to

schools within the division according

to the area of greatest need)

Winchester

City NO YES YES YES

§ 22.1-253.13:2(J) - Local school

boards shall employ two full-time

equivalent positions per 1,000 students

in grades kindergarten through 12, one

to provide technology support and one

to serve as an instructional technology

resource teacher.

Page County NO NO YES YES

§ 22.1-253.13:2(J) - Local school

boards shall employ two full-time

equivalent positions per 1,000 students

in grades kindergarten through 12, one

to provide technology support and one

to serve as an instructional technology

resource teacher.

Prince

Edward

County

NO YES YES YES

§ 22.1-253.13:2(L) - A combined

school, such as kindergarten through

12, shall meet at all grade levels the

staffing requirements for the highest

grade level in that school; this

requirement shall apply to all staff,

except for school counselors, and shall

be based on the school's total

enrollment; school counselor staff

requirements shall, however, be based

on the enrollment at the various school

organization levels, i.e., elementary,

middle, or high school.

Prince

William

County

NO YES YES YES

89

Standard 2 Requirement School Division

2019 – 2020

Was

Division

Compliant?

2018 – 2019

Was

Division

Compliant?

2017 – 2018

Was

Division

Compliant?

2016 – 2017

Was

Division

Compliant?

§ 22.1-253.13:2(M) - The school

board, annually, on or before

December 31, reports to the public (i)

the actual pupil/teacher ratios in

elementary school classrooms in the

local school division by school for the

current school year; and (ii) the actual

pupil/teacher ratios in middle school

and high school in the local school

division by school for the current

school year.

Page County NO NO YES YES

§ 22.1-253.13:2(O) - Each local

school board shall provide those

support services that are necessary for

the efficient and cost-effective

operation and maintenance of its

public schools which shall include:

Student support positions, including

(i) social workers and social work

administrative positions; (ii) school

counselor administrative positions not

included in subdivision H 4; (iii)

homebound administrative positions

supporting instruction; (iv) attendance

support positions related to truancy

and dropout prevention; and (v) health

and behavioral positions, including

licensed behavior analysts, licensed

assistant behavior analysts, school

nurses, and school psychologists.

Page County NO YES YES YES

STANDARD 3: ACCREDITATION, OTHER STANDARDS, AND EVALUATIONS

Standard 3 Requirement School Division

2019 – 2020

Was

Division

Compliant?

2018 – 2019

Was

Division

Compliant?

2017 – 2018

Was

Division

Compliant?

2016 – 2017

Was

Division

Compliant?

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education.

Accomack

County NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education.

Albemarle

County NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education.

Alleghany

County NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education. Bedford County NO YES NO NO

90

Standard 3 Requirement School Division

2019 – 2020

Was

Division

Compliant?

2018 – 2019

Was

Division

Compliant?

2017 – 2018

Was

Division

Compliant?

2016 – 2017

Was

Division

Compliant?

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education. Bristol City NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education.

Brunswick

County NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education.

Buckingham

County NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education.

Caroline

County NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education.

Charlottesville

City NO NO YES NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education. Covington City NO YES YES YES

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education.

Culpeper

County NO YES NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education. Danville City NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education. Essex County NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education. Fairfax County NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education.

Fauquier

County NO YES NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education. Franklin City NO YES NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education. Franklin County NO YES NO YES

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education.

Fredericksburg

City NO YES YES YES

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education.

Greensville

County NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education.

Harrisonburg

City NO NO NO NO

91

Standard 3 Requirement School Division

2019 – 2020

Was

Division

Compliant?

2018 – 2019

Was

Division

Compliant?

2017 – 2018

Was

Division

Compliant?

2016 – 2017

Was

Division

Compliant?

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education. Henrico County NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education. Hopewell City NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education.

Lancaster

County NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education. Lynchburg City NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education.

Montgomery

County NO YES NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education. Nelson County NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education.

Newport News

City NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education. Norfolk City NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education.

Northampton

County NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education.

Northumberland

County NO YES NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education.

Nottoway

County NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education. Page County NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education. Petersburg City NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education. Portsmouth City NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education.

Prince Edward

County NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education. Pulaski County NO NO NO NO

92

Standard 3 Requirement School Division

2019 – 2020

Was

Division

Compliant?

2018 – 2019

Was

Division

Compliant?

2017 – 2018

Was

Division

Compliant?

2016 – 2017

Was

Division

Compliant?

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education. Richmond City NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education.

Shenandoah

County NO YES NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education. Staunton City NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education. Warren County NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education.

Waynesboro

City NO NO NO NO

§ 22.1-253.13:3(A) - All schools are

fully accredited by the Board of

Education. Winchester City NO YES NO NO

§ 22.1-253.13:3(A) - The local

school board reports the

accreditation status of all schools in

the local school division annually in

public session.

Portsmouth City NO* YES YES YES

§ 22.1-253.13:3(A) - The local

school board has (i) submitted

corrective action plans for any

school in the local school division

that does not meet the standards

established by the Board and (ii)

entered into a memorandum of

understanding with the Board for

any failure to demonstrate progress

in developing or implementing a

corrective action plan.

Portsmouth City NO* YES YES YES

§ 22.1-253.13:3(C) - The local

school division provides targeted

mathematics remediation and

intervention to students in grades six

through eight who show

computational deficiencies as

demonstrated by their individual

performance on any diagnostic test

or grade-level Standards of Learning

mathematics test that measures non-

calculator computational skills.

Essex County NO YES YES YES

93

Standard 3 Requirement School Division

2019 – 2020

Was

Division

Compliant?

2018 – 2019

Was

Division

Compliant?

2017 – 2018

Was

Division

Compliant?

2016 – 2017

Was

Division

Compliant?

§ 22.1-253.13:3(F) - The local

school board analyzes and reports

annually the results from the

Stanford Achievement Test Series,

Ninth Edition (Stanford Nine)

assessment, if administered, industry

certification assessments

examinations, and the Standards of

Learning Assessments to the public.

Richmond City NO NO YES YES

STANDARD 4: STUDENT ACHIEVEMENT AND GRADUATION REQUIREMENTS

Standard 4 Requirement School Division

2019 – 2020

Was

Division

Compliant?

2018 - 2019

Was

Division

Compliant?

2017 - 2018

Was

Division

Compliant?

2016 - 2017

Was

Division

Compliant?

§ 22.1-253.13:4(C) - The school

board awards certificates of program

completion to students who complete

a prescribed course of study as

defined by the school board if they

are not eligible to receive a Board of

Education-approved diploma.

Prince William

County NO NO NO NO

§ 22.1-253.13:4(C) - The school

board awards certificates of program

completion to students who complete

a prescribed course of study as

defined by the school board if they

are not eligible to receive a Board of

Education-approved diploma.

Richmond City NO NO YES YES

§ 22.1-253.13:4(C) - The school

board awards certificates of program

completion to students who complete

a prescribed course of study as

defined by the school board if they

are not eligible to receive a Board of

Education-approved diploma.

Suffolk City NO YES YES YES

94

Standard 4 Requirement School Division

2019 – 2020

Was

Division

Compliant?

2018 - 2019

Was

Division

Compliant?

2017 - 2018

Was

Division

Compliant?

2016 - 2017

Was

Division

Compliant?

§ 22.1-253.13:4(C) - The school

board provides notification of the

right to a free public education for

students who have not reached 20

years of age on or before August 1 of

the school year to the parent of

students who fail to graduate or who

have failed to achieve graduation

requirements as provided in the

standards for accreditation. If such

student who does not graduate or

complete such requirements is a

student for whom English is a second

language, the local school board shall

notify the parent of the student's

opportunity for a free public

education to age 22.

Richmond City NO NO YES YES

STANDARD 5: QUALITY OF CLASSROOM INSTRUCTION AND EDUCATIONAL

LEADERSHIP

Standard 5 Requirement School Division

2019 - 2020

Was

Division

Compliant?

2018 - 2019

Was

Division

Compliant?

2017 - 2018

Was

Division

Compliant?

2016 - 2017

Was

Division

Compliant?

§ 22.1-253.13:5(D) - Each member of

the school board participates annually

in high-quality professional

development activities at the state,

local, or national levels on

governance, including, but not

limited to, personnel policies and

practices; the evaluation of

personnel; curriculum and

instruction; use of data in planning

and decision making; and current

issues in education as part of their

service on the local board.

Mecklenburg

County NO NO YES YES

§ 22.1-253.13:5(E)(g) - The school

board provides a program of high-

quality professional development

each year for teachers and principals

in effective classroom management.

Richmond City NO NO YES YES

95

Standard 5 Requirement School Division

2019 - 2020

Was

Division

Compliant?

2018 - 2019

Was

Division

Compliant?

2017 - 2018

Was

Division

Compliant?

2016 - 2017

Was

Division

Compliant?

§ 22.1-253.13:5(G) - The school

board annually reviews its

professional development program

for quality, effectiveness,

participation by instructional

personnel, and relevancy to the

instructional needs of teachers and

the academic achievement needs of

the students in the school division.

Richmond City NO NO NO YES

STANDARD 6: PLANNING AND PUBLIC INVOLVEMENT

Standard 6 Requirement School Division

2019 – 2020

Was

Division

Compliant?

2018 – 2019

Was

Division

Compliant?

2017 – 2018

Was

Division

Compliant?

2016 – 2017

Was

Division

Compliant?

§ 22.1-253.13:6(B) - The local school

board shall adopt a division-wide

comprehensive, unified, long-range

plan based on data collection, an

analysis of the data, and how the data

will be utilized to improve classroom

instruction and student achievement.

Page County NO NO YES YES

§ 22.1-253.13:6(B)(i) - The

divisionwide comprehensive plan

shall include the objectives of the

school division, including strategies

for first improving student

achievement, particularly the

achievement of educationally at-risk

students, then maintaining high levels

of student achievement.

Page County NO NO YES YES

§ 22.1-253.13:6(B)(iii) - The

divisionwide comprehensive plan

shall include a forecast of enrollment

changes.

Page County NO NO NO YES

§ 22.1-253.13:6(B)(v) - The

divisionwide comprehensive plan

shall include an evaluation of the

appropriateness of establishing

regional programs and services in

cooperation with neighboring school

divisions.

Page County NO NO YES YES

96

Standard 6 Requirement School Division

2019 – 2020

Was

Division

Compliant?

2018 – 2019

Was

Division

Compliant?

2017 – 2018

Was

Division

Compliant?

2016 – 2017

Was

Division

Compliant?

§ 22.1-253.13:6(B)(v) - The

divisionwide comprehensive plan

shall include an evaluation of the

appropriateness of establishing

regional programs and services in

cooperation with neighboring school

divisions.

Richmond City NO NO NO YES

§ 22.1-253.13:6(B)(vi) - The

divisionwide comprehensive plan

shall include a plan for implementing

such regional programs and services

when appropriate.

Page County NO NO YES YES

§ 22.1-253.13:6(B)(vi) - The

divisionwide comprehensive plan

shall include a plan for implementing

such regional programs and services

when appropriate.

Richmond City NO NO NO YES

§ 22.1-253.13:6(B)(ix) - The

divisionwide comprehensive plan

shall include any corrective action

plan required pursuant to the results

of a division-level academic review.

Page County NO NO YES YES

§ 22.1-253.13:6(B) - The school

board reports to the public by

November 1 of each odd-numbered

year the extent to which the

objectives of the division-wide

comprehensive plan have been met

during the previous two school years.

Page County NO NO YES YES

§ 22.1-253.13:6(C) - Each school in

the division prepared a

comprehensive, unified, long-range

plan that was considered by the local

school board in developing the

division-wide comprehensive plan.

Richmond City NO NO NO YES

STANDARD 7: SCHOOL BOARD POLICIES

All school divisions reported compliance with Standard 7 for 2019-2020.

STANDARD 8: COMPLIANCE

97

Standard 8 Requirement School Division

2019 - 2020

Was

Division

Compliant?

2018 - 2019

Was

Division

Compliant?

2017 - 2018

Was

Division

Compliant?

2016 - 2017

Was

Division

Compliant?

§ 22.1-253.13:8 - The school board

provides, as a minimum, the

programs and services, as provided in

the Standards of Quality, with state

and local funds as apportioned by the

General Assembly in the

appropriation act and to the extent

funding is provided by the General

Assembly.

Culpeper County NO YES YES YES

§ 22.1-253.13:8 - The school board

provides, as a minimum, the

programs and services, as provided in

the Standards of Quality, with state

and local funds as apportioned by the

General Assembly in the

appropriation act and to the extent

funding is provided by the General

Assembly.

Richmond City NO NO NO YES

98

APPENDIX H – CHARTER SCHOOL REPORT AND INFORMATION ON PARENT

AND STUDENT OPTIONS

The Virginia Department of Education collected information on the number of public charter school

applications that were reviewed by the Board of Education and subsequently approved or denied by

local school boards during 2019-2020.

● No operating charter schools were closed.

● Eight charter schools in five localities operate for students in the 2019-2020 school year:

1. Murray High School, Albemarle County

2. Albemarle Community Public Charter School, Albemarle County

3. Middleburg Community Charter School, Loudoun County

4. Hillsboro Charter Academy, Loudoun County

5. Patrick Henry School of Science and Arts, Richmond

6. Richmond Career Education and Employment Academy, Richmond

7. Green Run Collegiate, Virginia Beach

8. York River Academy, York County

The 2019-2020 accreditation data results, based on 2018-2019 assessments, are below. No charter

schools are identified for federal support and improvement.

School/Division Accreditation Status

Murray High School, Albemarle Fully Accredited

Albemarle Community Public Charter, Albemarle Fully Accredited

Middleburg Community Charter, Loudoun Fully Accredited

Hillsboro Charter Academy, Loudoun Fully Accredited

Patrick Henry School of Science and Arts, Richmond City Fully Accredited

Richmond Career Education and Employment Academy, Richmond

City

Fully Accredited

Green Run Collegiate, Virginia Beach Fully Accredited

York River Academy, York Fully Accredited

99

The following section provides a brief summary of additional public schools’ options available

to parents and students in the Commonwealth.

Academic-Year Governor's Schools

The Virginia Department of Education, in conjunction with localities, sponsors regional

Academic-Year Governor's Schools (AYGS) that serve gifted high school students during the

academic year. Curriculum provided in AYGS programs goes beyond courses provided at the

local high schools to academic challenge students. Currently, 19 Academic-Year Governor's

Schools provide students with acceleration and exploration in areas ranging from the arts, to

government and international studies, and to mathematics, science, and technology.

Linwood Holton Governor's School

Serves students in grades 10 - 12 at multiple sites in local high schools throughout the Southwest

Virginia area. The following school divisions participate in the A. Linwood Holton Governor's

School: cities of Bristol, Galax and Norton; and the counties of Bland, Buchanan, Carroll,

Dickenson, Grayson, Highland, Lee, Russell, Scott, Smyth, Tazewell, Washington, Wise and

Wythe.

Appomattox Regional Governor's School for Arts & Technology

Serves students in grades 9 - 12 at a single site at the renovated Petersburg High School campus

in Petersburg, Virginia. The following school divisions participate in the Appomattox Regional

Governor's School: cities of Colonial Heights, Franklin, Hopewell, Petersburg and Richmond;

and the counties of Amelia, Charles City, Chesterfield, Dinwiddie, Powhatan, Prince George,

Southampton, Surry and Sussex.

Blue Ridge Governor's School

Serves students in grades 9-12 at multiple sites in local high schools throughout the central

Virginia area. The following school divisions participate in the Blue Ridge Governor's School:

counties of Fluvanna, Goochland, Greene, Louisa, Madison, Nelson and Orange.

Central Virginia Governor's School for Science & Technology

Serves students in grades 11 - 12 at a single site next to Heritage High School in Lynchburg,

Virginia. The following school divisions participate in the Central Virginia Governor's School:

city of Lynchburg; and the counties of Amherst, Appomattox, Bedford and Campbell.

Chesapeake Bay Governor's School for Marine & Environmental Science

Serves students in grades 10-12 at three sites – two sites on the campuses of Rappahannock

Community College and one site within a Caroline County Public School. The following school

divisions participate in the Chesapeake Bay Governor's School: the town of Colonial Beach; the

counties of Caroline, Essex, Gloucester, King George, King & Queen, King William, Lancaster,

Mathews, Middlesex, New Kent, Northumberland, Richmond and Westmoreland.

Commonwealth Governor's School

Serves students in grades 9 - 12 at multiple sites in area high schools. The following school

divisions participate in the Commonwealth Governor's School: counties of Caroline, King

George, Spotsylvania and Stafford.

100

Governor's School for the Arts

Serving students grades 9 - 12 at the renovated Monroe Building, now referred to as the Perry

Family Arts Center, and the renovated Shulman Building on Granby Street in Norfolk. The

following school divisions participate in the Governor's School for the Arts: cities of

Chesapeake, Franklin, Norfolk, Portsmouth, Suffolk and Virginia Beach; and the counties of Isle

of Wight and Southampton.

Jackson River Governor's School

Serves students in grades 11-12 at Dabney S. Lancaster Community College. The following

school divisions participate in the Jackson River Governor's School: cities of Buena Vista and

Covington; and the counties of Alleghany, Bath and Botetourt.

Maggie L. Walker Governor's School for Government & International Studies

Serving students in grades 9 - 12 at a single site at the renovated historic Maggie L. Walker High

School in Richmond, Virginia. The following school divisions participate in GSGIS: cities of

Petersburg and Richmond; and the counties of Charles City, Chesterfield, Goochland, Hanover,

Henrico, Hopewell, King & Queen, New Kent, Powhatan, Prince George.

Massanutten Governor's School for Integrated Environmental Science & Technology

Serving juniors and seniors from the high schools in the city of Harrisonburg and the counties of

Page, Rockingham and Shenandoah. The school is located at the Triplett Tech site in southern

Shenandoah County.

Mountain Vista Governor's School

Serving grades 10 - 12 from the high schools in the city of Winchester and the counties of

Clarke, Culpeper, Fauquier, Frederick, Rappahannock and Warren. The program operates in

conjunction with Lord Fairfax Community College at the Middletown and Warrenton sites.

New Horizons Governor's School for Science & Technology

Serving students primarily in grades 11 - 12 at a single site within the New Horizons Regional

Education Center. The following school divisions participate in the New Horizons Governor's

School: cities of Hampton, Newport News, Poquoson and James City/Williamsburg; and the

counties of Gloucester, Isle of Wight and York.

Piedmont Governor's School

Serving students in grades 11 - 12 from the campuses of Patrick Henry Community College and

The Institute for Advanced Learning and Research. The following school divisions participate in

the Piedmont Governor's School: cities of Danville and Martinsville; and the counties of Henry

and Pittsylvania.

Roanoke Valley Governor's School for Science & Technology

Serving students in grades 9 - 12 at a single site in Roanoke, Virginia. The following school

divisions participate in the Roanoke Valley Governor's School: Cities of Roanoke and Salem;

and the Counties of Bedford, Botetourt, Craig, Franklin, and Roanoke.

101

Shenandoah Valley Governor's School

Serves students in grades 11 - 12 at multiple sites located at Valley Career Technical Center and

in the Waynesboro and Staunton area. The following school divisions participate in the

Shenandoah Valley Governor's School: cities of Staunton and Waynesboro, and Augusta County.

Southwest Virginia Governor's School for Science, Mathematics & Technology

Serving students in grades 11 -12 at a single building site. The following school divisions

participate in the Southwest Virginia Governor's School: the cities of Galax and Radford; and the

counties of Carroll, Floyd, Giles, Montgomery, Pulaski, Smyth and Wythe.

The Governor’s School at Innovation Park

Serves students in grades 11 - 12 at a single site on the George Mason University Science and

technology (SciTech) Campus. The following school divisions participate in the Governor's

School @ Innovation Park: the cities of Manassas and Manassas Park; and the county of Prince

William.

The Governor's School of Southside Virginia

Serving students in grades 11-12 at Southside Virginia Community College – John H. Daniel and

Christanna Campuses. The following school divisions participate in GSSV: counties of Amelia,

Brunswick, Buckingham, Charlotte, Cumberland, Greensville (includes Emporia), Lunenburg,

Mecklenburg, Nottoway and Prince Edward.

Thomas Jefferson High School for Science & Technology

Serving students in grades 9 - 12 at a single site in Fairfax County. The following school

divisions participate in the Thomas Jefferson High School for Science and Technology: city of

Falls Church; and the counties of Arlington, Fairfax, Loudoun and Prince William.

There are seven Summer Residential Governor's Schools which provide gifted high school

juniors and seniors with intensive educational experiences in visual and performing arts;

humanities; mathematics, science, and technology; or through mentorships in marine science,

medicine and health sciences, or engineering. Each Summer Residential Governor’s School

focuses on one special area of interest. Students live on a college or university campus for four

weeks each summer. During this time, students are involved in classroom and laboratory work,

field studies, research, individual and group projects and performances, and seminars with noted

scholars, visiting artists, and other professionals. In the three mentorship programs, students are

selected to work side-by-side with research scientists, physicians, and a variety of other

professionals. A director and a student-life staff provide supervision of students 24 hours a day,

throughout the program. In the summer of 2020, these programs did not operate except for a

virtual, scaled-down engineering program at Jefferson Labs for 6 students and a marine science

program at the Virginia Institute of Marine Science for 4 students.

There were also 21 Summer Regional Governor's Schools in 2020. The Summer Regional

Governor's Schools exist in a variety of formats. Most often, groups of school divisions design

these programs to meet the needs of their local gifted elementary and middle school students.

However, a few programs are designed for 9th-11th grade students. These schools provide

exciting opportunities in the arts, sciences, humanities, and in career and technical advancement.

The Department of Education approves each Summer Regional Governor's School and evaluates

102

each program as funding permits. Summer Regional Governor's Schools typically are housed at a

public school or on the campus of a college, community college, or university. The lengths of

programs vary, with some lasting a week or less while others may last three weeks. Most

students return to their homes at the end of each day's activities; however, the University of

Virginia's College at Wise, Southside, Hanover Regional Governor’s School for Career and

Technical Advancement, and Valley/Ridge Summer Regional Governor's Schools are residential

programs. During the summer of 2020, only nine of the summer programs operated virtually

while the remaining 12 programs did not operate.

Governor's STEM Academies

Governor’s STEM Academies are programs designed to expand options for the general student

population to acquire STEM (Science, Technology, Engineering and Mathematics) literacy and

other critical skills, knowledge and credentials that will prepare them for high-demand, high-

wage, and high-skill careers in Virginia. Each academy is a partnership among school divisions,

postsecondary institutions and business and industry.

STEM literacy is an interdisciplinary area of study that bridges the four areas of science,

technology, engineering and mathematics. STEM literacy does not simply mean achieving

literacy in the individual strands. STEM classrooms shift students toward investigating and

questioning the interrelated facets of the world.

Governor's STEM Academies can be viewed as the practical complement to academic year

Governor's Schools. They may be new centers or existing ones where the standards are raised

and efforts are refocused to align with Virginia's STEM goals. Academies are defined by

program content, not location or delivery system. Courses may be held at a high school, technical

center or community college campus or may be delivered online, or though other innovative

methods. However, all programs must include opportunities for internships, job shadowing,

mentorships, projects, service learning or a combination.

There are currently 22 Governor’s STEM Academies:

Governor's Career and Technical Academy in Arlington (GCTAA) – The Arlington Career

Center

Program Focus: The program at the Arlington Career Center will integrate instruction in science,

technology, engineering and mathematics in five focus areas – automotive, digital media,

information technology, emergency medical services and engineering.

Partnership Members: Northern Virginia Community College, Arlington County Public Schools,

Mercedes Benz of Arlington; Arlington Employment Center; and Arlington Economic

Development.

FIRST: Fostering Innovation and Relevance Through STEM and Trades – Suffolk City, The

College and Career Academy at Pruden

Program Focus: The program at the Governor’s STEM Academy focuses on the integration of

STEM concepts and engineering embodied in industrial trades, health sciences, automotive

technology, information technology, and human services career fields.

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Partnership Members: The College and Career Academy at Pruden; Suffolk Economic

Development; Paul D. Camp Community College; Hampton Roads Research Partnership;

Suffolk City Public Schools; City of Suffolk Public Works-GIS, Storm Water, and Planning

Divisions; Old Dominion University; MYMIC, Virginia Cyber Alliance; and VMASC.

STEM for LIFE (Science, Technology, Engineering, and Math for Life-Long Initiatives for

Future Education) – Russell County

Program Focus: The program will focus on science, technology, engineering, mathematics and

will include correlated "hands-on" instruction in science and mathematics for Engineering and

Business students. Dual-enrollment classes offered at the University of Virginia's College at

Wise (UVA-Wise) Technology Center in Lebanon and Southwest Virginia Community College

will be offered to students in Russell, Dickenson, Tazewell, Scott and Lee counties.

Partnership Members: Russell County Public Schools; Southwest Virginia Community College;

The University of Virginia's College at Wise; Virginia Economic Development Program; Bostic,

Tucker and Company; Virginia Coalfield Economic Development Authority; Appalachian

Electric Power Company; Southwest Virginia Public Education Consortium; Town of Lebanon.

Stafford Academy for Technology (STAT) – Brooke Point High School and North Stafford High

School

Program Focus: The program is focused on three Career Clusters: Information Technology,

Science, Engineering and Mathematics, and Health Science. Instruction is provided at Brooke

Point High School and North Stafford High School.

Partnership Members: Stafford County Public Schools; Germanna Community College; Defense

Acquisition University; Diversified Educational Systems; FredTech STEM16; Employment

Resources, Inc.; Fredericksburg Regional Alliance; Fredericksburg Regional Chamber of

Commerce; Mary Washington Hospital/Medicorp; Rappahannock Region Small Business

Development Center; R.L. Williams, Ltd./Autodesk, Inc.; Stafford County Economic

Development; Stafford County Career and Technical Education Advisory Committee; Stafford

Rotary; University of Mary Washington; Virginia Employment Commission; Weldon Cooper

Center; Workforce Investment Board, Inc.; and Workforce NOW.

Loudoun Governor's Career and Technical Academy – Loudoun County, Monroe Technology

Center

Program Focus: This program offers students five career pathways in the areas of agriculture,

health care, science, technology, engineering and mathematics, and transportation, distribution,

and logistics.

Partnership Members: Loudoun County Public Schools; Academies of Loudoun; Northern

Virginia Community College; Shenandoah University; Virginia Polytechnic Institute and State

University; George Washington University; REHAU; Fortessa, Inc.; Lockheed Martin;

Metropolitan Washington Airports Authority; America Online, LLC; Loudoun County Economic

Development, The Claude Moore Charitable Foundation; TELOS/Xacta Corporation; Hayes-

Large Architects; Jerry's Automotive Group; and The Loudoun County Chamber of Commerce.

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Governor's Career and Technical Academy for Engineering Studies – Chesterfield County, Lloyd

C. Bird High School Program Focus: This program offers students two opportunities to pursue engineering studies.

There is the science and mathematics pathway for those who want to pursue an engineering

career and the engineering technology program.

Partnership Members: Chesterfield County Public Schools; American Society of Civil Engineers;

Austin, Brockenbrough and Associates, L.L.P.; Northrop Grumman; John Tyler Community

College; General Electric; VCU School of Engineering; and VCU da Vinci Center

Governor's Career & Technical Education Academy for STEM in Richmond – Richmond City

Technical Center

Program Focus: rigorous academic and technical program of study in two career pathways

(Engineering and Technology and Therapeutic Services) prepares students for a full range of

postsecondary opportunities (two- and four year colleges), entry level employment,

apprenticeships, and the military.

Partnership Members: Richmond City Public Schools, J. Sargeant Reynolds Community

College, Virginia Commonwealth University, Virginia State University, The Science Museum of

Virginia, the Math Science Innovation Center, and Project Lead the Way (PLTW).

The Blue Ridge Crossroads Governor’s Academy for Technical Education (BRCGATE) –

Carroll County High School

Program Focus: The academy targets three pathways in three career clusters: Engineering and

Technology, Construction, and Food Production and Processing Systems. Students enrolled in

the Engineering and Technology pathway will be actively involved with high-tech devices,

engineering graphics, mathematical concepts, and scientific principles through engineering

design experiences. The Construction pathway will build upon current dual enrollment career

and technical program areas within the Architecture and Construction Cluster with a focus on

Green career awareness and training. In the Food Production and Processing Systems pathway,

Carroll County Public Schools (CCPS) makes its Agriculture Research Farm and STEM

Laboratory available to other partners in the Academy to conduct independent research.

Partnership Members: Carroll County Public Schools; Galax City Public Schools; Grayson

County Public Schools, the Crossroads Institute; Wytheville Community College; Virginia Tech;

Virginia Cooperative Extension Agency; New River/Mount Rogers Workforce Investment

Board; Chestnut Creek School of the Arts; Red Hill General Store; The Turman Group; Lowe’s

Home Improvement; Vanguard Furniture; Thomas Automation Management; Southern States;

Virginia Produce; Soil and Water Conservation District; Natural Resource Conservation Service;

Virginia Department of Forestry; Office of Building Official; Guardian; MOOG Industries; G. E.

Aviation; and future partners: Radford University; Medfit Systems; Professional Networks;

Magnolia; Hansen Turbine; and Mohawk Industries.

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Governor’s STEM Academy for Engineering, Marketing, and Information Technology Studies –

Virginia Beach City, Landstown High School

Program Focus: The program at the Landstown Governor’s STEM Academy will focus on

engineering and technology, professional sales, and web and digital communications.

Partnership Members: VCU School of Engineering; Virginia Tech; Columbia University;

Carnegie Mellon University; Norfolk State University College of Science, Engineering and

Technology; Radford University; New River Community College; Tidewater Community

College Division of Information Technology & Business; Old Dominion University STEM

Marketing Education Program; ECPI University; Bryant & Stratton College; ITT Technical

Institute; Johnson & Wales University; Armed Forces Communications & Electronics

Association Hampton Roads Chapter; Newport News Shipbuilding; Newfangled Solutions, LLC;

Coppelia Robotics; Virginia FIRST; STIHL Inc.; Lynnhaven River Now; Lifenet Health

Services; InMotion Hosting; Virginia Beach Schools Federal Credit Union; City of Virginia

Beach Parks and Recreation; Junior Achievement of Greater Hampton Roads; Goodwill

Industries; Norfolk Admirals Hockey; Total Sportswear Solution, LLC; Food Lion; Chick-fil-A;

Rite Aid; College House/Oarsmen; Jake’s Smokehouse BBQ; Auto Bell; Burger King; Harris

Teeter; Motor World; One Life Fitness; Outback; RUE 21;Salvatore’s Pizzeria; Skinny Dip;

Sonic; Tropical Smoothie; Virginia Beach Field House; Waffle House; Walgreens; Waterman’s;

Wendy’s; What a Diva Boutique; 757 Escape; Better View Windows and More; PMS Deli;

Zoe’s Kitchen; Lynnhaven Golf; and Huddle House.

The Grassfield High School Governor’s STEM Academy – Chesapeake City

Program Focus: The program at the Grassfield High School will focus on engineering and

technology, global entrepreneurship and technology; and programming and software

development.

Partnership Members: Chesapeake City Public Schools; Old Dominion University, Tidewater

Community College, James Madison University, Norfolk State University; Rochester Institute of

Technology; City of Chesapeake Economic Development, Lockheed Martin Center for

Innovation, NASA Langley Research Center, Phoenix Group; Clark Nexsen; Norfolk Tides; Girl

Scouts; Engineering for Kids; Project Lead the Way; Lead to Feed; Barnes and Noble; VEX

Robotics; Southeastern Virginia Food Bank; Food Lion; and D. T. Read Steel Company, Inc.

Governor’s STEM Academy at Chantilly High School – Fairfax County

Program Focus: The program focuses on engineering and technology and cyber security. The

Academy provides students with the STEM-enriched technological skills with a focus on college

and career readiness.

Partnership Members: Fairfax County Public Schools; Northern Virginia Community College;

George Mason University; Volgenau School of Engineering; Dulles Regional Chamber of

Commerce; Inova Health System; Lockheed Martin Corporation; NASA; Micron Technology,

Inc.; Northrop Grumman Information Systems; Air Force Association; CyberPatriot, F.I.R.S.T.

Robotics; Vencore; Security of Women Engineers; Virginia Department of Transportation; Booz

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Allen Hamilton; SRC Inc.; International Brotherhood of Electrical Workers Local 26; and

Virginia Manufacturers Association.

Governor’s STEM Academy at the Burton Center for Arts and Technology – Roanoke County

Program Focus: The program at the Burton Center for Arts and Technology focuses on

engineering and technology, facility and mobile equipment maintenance, and journalism and

broadcasting. Student learning and achievement are enhanced through integration of academic,

STEM curriculum, applied technology, and increased participation in student organizations.

Partnership Members: Roanoke County Public Schools; Virginia Western Community College;

Mason Mechanical Labs; Virginia Tech University; Roanoke Regional Partnership; Balzer and

Associates, Inc.; Development Initiatives, Inc.; Western Virginia Workforce Development

Board; Carilion Biomed Institute; Novozymes; Plastics One; East West DyeCom; General

Electric; Wireless Medcare; Lionberger Construction; Precision Steel; Carilion TSG; Hughes

Associates; Carilion Physics; Accellent Cardiology; Spectrum Engineers; AECOM; Hill Studios;

Salem Specialties, Inc.; Synchrony; Shenandoah Machine & Maintenance Co., Inc.; Graham-

White Mfg; Sematco, Inc.; E & W Machine; Valley Machine; J. C. Nordt; WSLS 10; WDBJ 7;

Roanoke-Times; Access Advertising, The O’Connor Group; Carter Media; Wheeler

Broadcasting; Blue Ridge PBS; Arcet; Overfelt & Son Welding; Lincoln Electric; New

Millennium Steel; Thermal Dynamics; Miller Welders; NASCAR; Tread Corporation; Mountain

Land Machine; DRP Racing; Berglund Automotive.

The Bridging Communities Governor’s STEM Academy – New Kent County

Program Focus: Bridging Communities Governor’s STEM Academy will provide opportunities

for students to acquire STEM literacy and other critical skills, knowledge, and credentials that

will prepare them for post-secondary education and high-demand, high-wage, and high skill

careers. Students enrolled in the Academy will receive academic and technical training in career

preparation in the following career clusters: Health Sciences, Science, Technology, Engineering,

and Mathematics (STEM), and Information Technology.

Partnership Members: Bridging Communities Board of Control; New Kent County Public

Schools; Charles City County Public Schools; King and Queen County Public Schools; King

William County Public Schools; Middlesex County Public Schools; West Point Public Schools;

Rappahannock Community College; Town of West Point Town Council; and Dominion

Resources.

Lynchburg Regional Governor’s STEM Academy – Lynchburg City

Program Focus: XLR8 Lynchburg Regional Governor’s STEM Academy offers programs in

science, technology, engineering and mathematics for High School Juniors and Seniors in the

Central Virginia region. Located on the campus of Central Virginia Community College, XLR8

provides specific training related to careers in engineering, mechatronics, biotechnology, health

science, and cybersecurity.

Partnership Members: Amherst County Public Schools, Appomattox County Public Schools,

Bedford County Public Schools, Campbell County Public Schools, Lynchburg City Public

Schools, Central Virginia Community College, Region 2000 Technology Council, Region 2000

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Workforce Investment Board, AECOM, Appalachian Power, AMG, AMTI, BWX Technologies,

Centra Health, CloudFit Software, Delta Star, Inc., Framatome, Harris Corporation, Liberty

University, Lynchburg Morning Rotary Club, Lynchburg Regional Business Alliance, Master

Engineers & Designers, Moore’s Electrical & Mechanical, Successful Innovations,

Swissomation, Union Bank, Verizon Foundation, Wegmann USA, Wells Fargo, and Future

Focus Foundation.

Heritage High School Governor’s STEM Academy – Newport News City

Program Focus: The Heritage High School Governor’s STEM Academy offers a program of

study designed to expand options for students in science, technology, engineering and

mathematics (STEM). The program combines academic coursework and research experience

with a challenging and focused school environment to prepare students for 21st century careers.

Students will gain the knowledge and skills needed to succeed in technologically rich workplaces

by learning how to work in teams, communicate effectively and apply the principles of science,

technology, engineering and mathematics. The program is designed to provide high school

students the opportunity to explore several STEM career paths in the program areas of

Engineering & Robotics, Computer Network Systems, and Computer Science & Game Design.

Partnership Members: Newport News Public Schools, Newport News Shipbuilding, NASA

Langley Research Center, Norfolk State University, Old Dominion University, Jefferson Lab,

Mid-Atlantic Regional Maintenance Center (MARMC), Thomas Nelson Community College,

Christopher Newport University, Hampton University, Peninsula Council of Workforce

Development, Virginia Peninsula Chamber of Commerce, Jacobs Technology, and Pepsi

Bottling Group

Governor’s STEM Academy for Agriculture and Maritime Studies – Richmond County,

Northern Neck Technical Center

Program Focus: The program at the Northern Neck Technical Center Governor’s STEM

Academy for Agriculture and Maritime Studies focuses on pathways in three Career Clusters:

Agriculture, Food and Natural Resources; Transportation, Distribution and Logistics; and

Science, Technology, Engineering and Mathematics (STEM) and will prepare students for

college and high-paying technical positions in the agriculture and maritime industries that prevail

in the Northern Neck..

Partnership Members: Northern Neck Technical Center; Town of Colonial Beach Public

Schools; Essex County Public Schools; Lancaster County Public Schools; Northumberland

County Public Schools; Richmond County Public Schools (Academy Fiscal Agent);

Westmoreland County Public Schools; Rappahannock Community College; Rappahannock

Educational Consortium; Richmond County YMCA; National Science Foundation Southeast

Maritime and Transportation Center (NSF SMART Center); STEM Education Alliance; Friends

of the Rappahannock; Richmond County Extension Service; Bay Consortium Workforce

Investment Board, Inc.; Historyland Nursery; Montague Farms, Inc.; Northern Neck Nursery;

Northern Neck Vegetable Growers Association, Inc.; Whelan’s Marina; White Point Marina, Inc.

Pulaski County Public Schools Governor’s STEM Academy – Pulaski County High School

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Program Focus: The proposal for the Pulaski County Governor’s STEM Academy Pathways to

Success outlines a program that will provide rigorous academic content concentrating on three

career pathways: Construction, Production, and Engineering and Technology. Student learning

and achievement will be enhanced through the integration of core academics, a STEM-focused

curriculum, applied technology, and increased participation in career and technical student

organization leadership events.

Partnership Members: Pulaski County Public Schools, Pulaski County Chamber of Commerce,

Pulaski County Community Development, Pulaski County Board of Supervisors, New River

Community College, Virginia Tech, OWPR Inc., Appalachian Machine Inc. Habitat for

Humanity New River Valley, BAE Systems, and Joint Services for Pulaski County.

Governor’s STEM Academy at George C. Marshall High School – Fairfax County

Program Focus: George C. Marshall High School Governor’s STEM Academy offers premium

elective programs in engineering and information technology pathways to interested students in

grades 9-12. Many students earn valuable industry certifications such as AutoCAD, CompTIA

A+, Network +, Server +, Security +, Cisco CCENT, college credit through dual enrollment, and

participate in valuable career experiences through business and industry partnerships. Students

work independently and collaboratively in project-based learning environments that encourages

finding creative solutions to authentic and complex problems. Engineering projects include

building fully functioning robots that compete in VEX and FIRST robotics competitions and

using 3- D printers to build prosthetic hands for the e-NABLE organization. Students in

information technology build and troubleshoot networks, study software programs such as

Ubuntu, Linux, Microsoft Windows, and compete in the CyberPatriot competitions. An active

advisory and planning committee comprised of academia from Virginia Tech, George Mason

University, Marymount, NVCC, and industry representatives from MITRE, Northrop Grumman

and CopperRiver are committed to building our future STEM workforce.

Partnership Members: Fairfax County Public Schools, Systemic Solutions, George Mason

University, Virginia Tech, Positek.net LLC, Tysons Regional Chamber of Commerce, Junior

Achievement of Greater Washington, Marymount University, Cisco Systems, and Cooper River.

Governor’s STEM Academy at Harrisonburg High School – Harrisonburg City

Program Focus: Harrisonburg High School Governor’s STEM Academy educates a diverse

group of students with a variety of interests, strengths, and backgrounds, to be academic and

technical leaders in STEM related fields by creating a culture of collaboration and dynamic

participation through integration of multiple disciplines and technologies utilizing distinct

pathways involving advanced coursework in mathematics, science, engineering, computer

science, and health science.

Partnership Members: Harrisonburg City Public Schools, James Madison University, Blue Ridge

Community College, Blackwell Engineering, Rockingham Group, Shenandoah Valley Electric

Cooperative, Serco, Kawneer, Shenandoah Valley Technology Counsel, Stanford Research

Institute.

Governor’s STEM Academy at Christiansburg High School – Montgomery County

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Program Focus: The Montgomery County Governor’s STEM Academy, in collaboration with its

partners, offers a program of study to expand students’ knowledge and skills in STEM literacy as

it relates to advanced manufacturing. Students will gain the knowledge and skills needed to

succeed in the technologically-rich workplace by learning how to work in teams, communicate

effectively, and apply the principles and skill sets in STEM fields.

Partnership Members s: Montgomery County Public Schools, Virginia Tech, Montgomery

County Department of Economic Development, New River Community College, Jeld-Wen

Interior Doors, Automation Creations, OWPR Architects and Engineers, Moog Components

Group, and NRV Competitiveness Center.

Hampton City Public Schools Architecture & Applied Arts Governor’s STEM Academy –

Kecoughtan High School

Program Focus: The Architecture & Applied Governor’s STEM Academy will increase rigor in a

small learning community of students, relate academic subjects to a career focus, and work to

meet local and regional employer needs while engaging students in rigorous academic and

technical STEM coursework. It will be the combination of career and technical education and

environmental sciences with a focus relating to STEM, design, aesthetics, function, and sciences.

Partnership Members: Hampton City Public Schools, Hudson + Associates Architects PLLC,

CES Consulting, LLC, Virginia Tech Hampton Roads Agricultural Research and Extension

Center, ECPI College of Technology, Hampton University, New Horizons Regional Education

Center, Newport News Shipbuilding, Peninsula Council for Workforce Development, NASA

Langley Research Center, and Thomas Nelson Community College.

Governor’s STEM Academy at Osbourn High School - Manassas City

Program Focus: This academy provides students the opportunity to explore STEM careers and

build knowledge that leads to postsecondary education and career opportunities. The Academy

has three pathways: Facility and Mobile Equipment Maintenance, Network

Systems/Cybersecurity, and Engineering Technology.

Partnership Members: Manassas City Public Schools, Able Moving and Storage, Aurora Flight

Sciences, Infinite Printing, Lockheed Martin, Micron Technology, Northern Virginia Checker

Cab, Northern Virginia Community College, Twin Air, Impacto Youth, Cowork LLC/DBA

Centerfuse, The Anderson Company, and Manassas Regional Airport.

Governor's Health Sciences Academies

Governor's Health Sciences Academies are programs designed to expand options for students’

health science literacy and other critical knowledge, skills, and credentials that will prepare them

for high-demand, high-wage, and high-skills careers in Virginia. Each academy is a partnership

among school divisions, postsecondary institutions and business and industry.

Each Governor’s Academy for Health Sciences will incorporate academic content with career

and technical instruction and implement the five career pathways: Therapeutic Services,

Diagnostic Services, Health Informatics, Support Services, and Biotechnology Research and

Development.

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Governor's Health Sciences Academies actively partner with employers to design and provide

high-quality, dynamic programs. These programs are delivered through comprehensive courses

of study that prepare students for successful transition to postsecondary education and careers.

These specialty programs include partnerships of public school divisions, business and industry,

health care institutions, higher education institutions, and may include local government,

including local work force and economic development entities. All programs include significant

work-based instruction or training beyond the classroom using cooperative education,

internships, clinical experiences, job shadowing, mentorships, service learning or a combination.

There are currently nine Governor’s Health Sciences Academies:

Monticello Governor's Health Sciences Academy – Monticello High School

Program Focus: The program will empower students to use 21st century skills while exploring

health science career opportunities. The program will provide students a foundation for

postsecondary education or work force readiness in certified health-related professions. Students

will explore core content with technology through integrated projects, case studies, and focused

learning experiences.

Partnership Members: Albemarle County Public Schools, Charlottesville/Albemarle Technical

Education Center, University of Virginia, University of Virginia Healthcare System, University

of Virginia School of Medicine, University of Virginia Innovations, Piedmont Virginia

Community College, Martha Jefferson Hospital, Virginia Biotechnology Association, Defense

Intelligence Agency, Albemarle County Economic Development, Hemoshear, Phthisis

Diagnostics, Afton Scientific, Orange Family Physicians, and Charlottesville Sedation Dentistry.

Chesterfield County Public Schools Governor’s Health Sciences Academy – Chesterfield

Technical Center, Cosby High School & Monocan High School Program Focus: The program will provide a program of studies that allows students to explore a

wide range of health science-related fields, while building an understanding of the core skills

necessary to enhance students’ ability to find success in higher education and the 21st century

workplace. The rigorous academic curriculum is centered around hands-on classroom and lab

experiences to better prepare students for the rapidly changing, technologically enhanced health

science field.

Partnership Members: Chesterfield County Public Schools, Chippenham-Johnston Willis

Medical Center, Virginia Commonwealth University, John Tyler Community College, Virginia

Tech, ECPI, Bon Secours Sports Medicine, Sheltering Arms Hospital, St. Francis Hospital, St.

Mary’s Hospital, Memorial Regional and Richmond Community Hospital, Central Virginia

Health Planning Agency, Brandermill Woods Retirement Facility, West End Orthopedic,

Medical College of Virginia, and Wauford Group.

Falls Church Governor’s Health Sciences Academy – Falls Church High School

Program Focus: The program will increase awareness of the growing and ever-changing health

field, increase knowledge and applicable skills of young adult moving ahead in their health

science pathway of choice, and increase their connection with industry professionals who can

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direct and encourage students to pursue health science related careers. The program will also

include extensions with other CTE program areas, such as engineering and technology, business

and information technology, and marketing programs to provide opportunities outlined in the

Commonwealth of Virginia’s Plan of Study Pathways for Therapeutic Services, Support

Services, Diagnostic Services, Health Informatics, and Biotechnology Research and

Development.

Partnership Members: Fairfax County Public Schools, Annandale Chamber of Commerce, Falls

Church Chamber of Commerce, George Mason University – Department of Nursing, Northern

Virginia Community College, Howard University College of Dentistry, University of Maryland

School of Dentistry, Virginia Commonwealth University - School of Pharmacy, American

Association of Colleges of Pharmacy, Association of American Medical Colleges—Aspiring

Docs Program, Inova Health System, Capital Caring (hospice & palliative care), Walgreens

Pharmacy, U.S. Department of Homeland Security--Secret Service, County of Fairfax, VA

(Fairfax County Police Department, Fairfax County Fire and Rescue Department, Fairfax County

Sheriff’s Office), Arlington County Fire Department, Sterling Fire and Rescue, Occoquan-

Woodbridge-Lorton Fire and Rescue, James Madison Fire and Rescue, Virginia Tech Fire and

Rescue, Prince William County Fire and Rescue – Paramedics, International Association of Fire

Fighters, Falls Church Early Childhood Class Based Special Education Center, Northern

Virginia Dental Clinic, Mission of Mercy–Northern Virginia Dental Association, Donate Life

Virginia, Allegra Dental, Brother’s Brother Foundation, Patterson Dental, Pace Dental Federal

Bureau Investigations, FEMA- Community Emergency Responde Team(CERT), Giant Foods-

Pharmacy Operations, Heartland Dental, INOVA Cares Clinic for Women and Children, Quest

Diagnostics, U.S. Naval Bureau of Medicine and Surgery (BUMED).

Clifford S. Hardison Governor’s Health Sciences Academy – West Potomac High School

Program Focus: The program will build on the existing Fairfax County Public Schools (FCPS)

health and medical sciences courses at West Potomac Academy. It will also include extensions

with other CTE program areas, such as Engineering & Technology, Business and Information

Technology and Marketing programs to provide opportunities outlined in the Commonwealth of

Virginia’s Plan of Study pathways for Therapeutic Services, Support Services, Diagnostic

Services, Health Informatics, and Biotechnology Research and Development. An extensive

network of healthcare professionals, business and industry partners, and higher education

professionals provide extended learning opportunities to students via field trips, guest speaker

opportunities, job shadow experiences, and internships. Industry partners specializing in high-

tech professions, highly ranked medical facilities, as well as federal government facilities close

to FCPS give the students unique access to these professionals.

Partnership Members: Fairfax County Public Schools, Northern Virginia Community College

Medical Education Campus (dental, nursing, paramedic, PT/OT), Howard University College of

Dentistry, Virginia Commonwealth University School of Pharmacy, Columbia University

College of Dental Medicine, University of Maryland School of Dentistry, Virginia Dental

Association, Inova Health System, Capital Caring Hospice and Palliative Care, Walgreens,

INOVA Mt Vernon Hospital, Brother’s Brother Foundation, HOSA, Patterson Dental, Mission

of Mercy, Virginia, and Anderson PT.

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Gloucester County Public Schools and Mathews County Public Schools Governor’s Health

Sciences Academy – Gloucester High School & Mathews High School Program Focus: The program combines rigorous academic coursework and research experience

within a challenging and focused environment to prepare Academy students for 21st century

health sciences careers. The program provides expanded options for students’ health science

literacy and other critical knowledge, skills, and credentials that will prepare them for high-

demand, high-wage, and high-skill health sciences careers in Virginia and will provide a

comprehensive career readiness curriculum.

Partnership Members: Gloucester County Public Schools, Mathews County Public Schools,

Riverside School of Heath Careers, Rappahannock Community College, and New Horizons

Regional Education Centers.

Hampton City Public Schools Governor’s Health Sciences Academy – Bethel High School

Program Focus: The program will provide rigorous academic preparation and realistic job

previews and experiences for students prior to participating in health science programs that lead

to industry recognized credentials and state licenses and increase rigor in all related academic

subjects, meet local and regional employer needs, and develop students to meet the current and

imminent health care industry needs. The curriculum is designed to motivate and challenge

students by building their knowledge and critical thinking skills through cutting-edge,

technology-infused performance-based instruction. Performance-based learning connects

students to the world beyond the school walls, helping students to appreciate the social relevance

of their studies while exploring STEM careers.

Partnership Members: Hampton City Public Schools, Thomas Nelson Community College, ECPI

University, Riverside School of Health Careers, Pariser Dermatology, Orthorpedica and Spine

Center, New Horizons Regional Education Center, and Sentara Healthcare.

Newport News City Public Schools and York County Public Schools Governor’s Health

Sciences Academy – Warwick High School & Bruton High School

Program Focus: The program will combine academic coursework and clinical experiences with a

challenging and focused school environment to prepare students for careers in the Health

Sciences. Students will gain the knowledge and skills they need to succeed in Health Sciences

careers by learning how to work in teams, communicate effectively, and apply the principles of

mathematics and science to solve real-world problems in the health career field. The program of

study is designed to expand options for students’ health science literacy and other critical

knowledge, skills, and credentials that will prepare students for high-demand, high-wage, and

high-skills health sciences careers in Virginia.

Partnership Members: Newport News Public Schools, York County Public Schools, New

Horizons Regional Technical Center, Riverside School of Health Careers, Riverside Health

Systems, Thomas Nelson Community College, Hampton University, Old Dominion University,

and Community Health Charities.

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Bedford County Public Schools Governor’s Health Sciences Academy – Bedford Science and

Technology Center

Program Focus: The mission of the Bedford County Governor’s Health Sciences Academy is to

provide students with a clear educational pathway that will prepare them to meet their career

goals in high-demand, high-wage, and high-skill health sciences careers in Virginia. Each

program will provide students with entry-level and college preparatory skills, creating a strong

foundation toward attainment of their career/educational goals. Students will gain marketable

skills as well as develop strong workplace readiness skills through emphasis placed on the

Virginia Workplace Readiness Skills. Students will have access and exposure to 21st century

technology resources specific to their program of study.

Partnership Members: Bedford County Public Schools, Bedford County Department of

Economic Development, Bedford Area Chamber of Commerce, Central Virginia Community

College, Centra Health, Lynchburg College, Liberty University, Bedford Community Health

Foundation, Health Occupation Students of America (HOSA), Bedford County Fire and Rescue,

Carilion Clinic Family Medicine of Bedford, Johnson Health Medical Center of Bedford, Blue

Ridge Regional Jail Authority, and Bedford County Nursing Home.

Alexandria City Public Schools Health Sciences Academy – T. C. Williams High School

Program Focus: The mission of the Alexandria City Governor’s Health Sciences Academy is to

prepare the next generation of healthcare career-seekers for high-demand, high-wage, and high-

skills health careers locally in Alexandria, regionally with the Commonwealth, and nationally.

The Academy will provide high-quality, dynamic health science plans of study which offer

work-based instruction in collaboration with industry partners, and include a combination of

clinical experiences, internships, service learning, mentorships and job shadowing.

Partnership Members: Alexandria City Public Schools, The George Washington University

School of Medicine and Health Sciences, Northern Virginia Community College, Inova

Health Systems, Goodwin House, and Sentara.

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APPENDIX I – ANALYSIS OF SCHOOL DIVISION REPORTING REQUIREMENTS

IN RESPONSE TO HOUSE BILLS 196 AND 521 (2016)

BACKGROUND

This report is in response to portions of House Bills 196, House Bill 521, and House Bill 2141

that amend § 22.1-17 and § 22.1-18 respectively. Specifically, House Bill 196 requires the Board

of Education to:

… report to the Chairmen of the House Committee on Education and the Senate

Committee on Education and Health by November 15 of each year on (i) information that

public elementary and secondary schools and local school divisions are required to

provide to the Department of Education pursuant to state law, (ii) the results of the

annual evaluation and determination made by the Department of Education pursuant to

subsection C, (iii) any reports required of public elementary or secondary schools or

local school divisions that the Department of Education has consolidated, (iv) any

information that the Department of Education no longer collects from public elementary

or secondary schools or local school divisions, and (v) any forms that the Department of

Education no longer requires public elementary or secondary schools or local school

divisions to complete.

House Bill 521 requires the Board of Education to develop:

A complete listing of each report that local school divisions are required to submit to the

Board or any other state agency, including name, frequency, and an indication of

whether the report contains information that the local school division is also required to

submit to the federal government; and

A complete listing of each report pertaining to public education that local school

divisions are required to submit to the federal government, including name and

frequency.

House Bill 2141 requires the Board of Education to develop:

An explanation of the need to retain or maintain the frequency of any report identified

pursuant to subdivision 3; any recommendation for the elimination, reduction in

frequency, or consolidation of reports identified pursuant to subdivision 3 when such

elimination, reduction in frequency, or consolidation would require an amendment to the

laws of the Commonwealth; and a description of any other report identified pursuant to

subdivision 3 that the Board has eliminated, reduced in frequency, or consolidated

This report is responsive to the three bills.

ACTIONS

A yearly review is conducted that includes information from key Department of Education

personnel, a survey of school division personnel, a review of the Department’s website, and a

review of the Department’s “Calendar of Data Collections.”

115

The listing is updated annually by polling Department of Education leadership obtaining any

additions, changes, and deletions. The 2020-21 calendar was finalized in September 2020 and for

each collection the Calendar includes frequency and due date(s), collection name, website with

instructions, a contact, and other important information.

The Calendar of Collections (for data collections between July 1, 2020 and June 30, 2021)

VDOE collects a variety of data on public education in the commonwealth, including

information on enrollment, demographics, student achievement, finances and safety. The

department's procedures for collecting data are intended to ensure the usefulness, timeliness,

accuracy and comparability of education data that inform key policy decisions in Virginia. Most

data collections are related to specific legislative requirements of state and federal law.

School divisions report data to the department through secure Web-based systems designed to

increase accuracy while lessening administrative burdens on educators at the local level.

Due Date Report Name Report

Status

Web Site Link & Notes Funding

Type

Submission

Type

Frequency

August 15,

2021

Adult Education and

Family Literacy Act

(Federal) and General

Adult Education (State)

Programs

Same http://www.doe.virginia.gov/i

nstruction/adulted/grants_fun

ding/index.shtml

Both Electronic Annually

September

30, 2020

Annual Report -

Programs for the Gifted

Same http://www.doe.virginia.gov/

statistics_reports/gifted/

State Electronic Annually

September

15, 2020

(September

30, 2020

with

approved

extension)

Annual School Report -

Financial Section

Revised http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/finance/index.shtml

Both Electronic Annually

July 31,

2021

CTE Credentialing

Collection (CTECC)

Revised http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/instruction/career_tech/

Both Electronic Annually

April 30,

2021

Career and Technical

Education Financial

Report (CTEFR) for SY

2017-2018

Revised http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/instruction/career_tech/

State Electronic Annually

116

June 15,

2021

Certification of

Adequate Funds

Budgeted to Meet

Required Local Effort

for the Standards of

Quality and Local

Match Requirements for

Certain State Funds

Revised http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/finance/index.shtml

State Electronic Annually

August 31,

2021

Coordinated Early

Intervening Services

Same Federal Electronic Annually

Monthly

Reports with

Certification

in August

2021

Crash/Incident Report

& Certification of

School Bus Insurance

Same http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/support/transportation/in

dex.shtml

State Electronic Annually

December

11, 2020

December 1 Child

Count

Revised http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/special_education/index.

shtml

Both Electronic Annually

July 16,

2021

Discipline, Crime and

Violence Collection –

Optional to submit data

monthly

Revised http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/support/school_safety/in

dex.shtml

Both Electronic Annually

October 15,

2020

Driver Education

Program Approval

Same http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/instruction/driver_ed/ind

ex.shtml

State Electronic Annually

June 30,

2021

Driver Education Status

Questionnaire

Same http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/instruction/driver_ed/ind

ex.shtml

State Electronic Annually

August 20,

2021

Educational Registry

Application (ERA)

Revised http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/educational_registry/inde

x.shtml

Both Electronic Annually

117

September 1,

2020

Enrollment Reports for

Remedial Summer

School

Same http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/finance/index.shtml

State Electronic Annually

July 31,

2021

Foster Care Enrollment

Report

Same http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/finance/index.shtml

State Electronic Annually

September

2021

Homebound Student

Services

Same http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/instruction/homebound/i

ndex.shtml

State Electronic Annually

January

2021

Individuals with

Disabilities Education

Act Maintenance of

Effort

Same http://www.doe.virginia.gov/

special_ed/grants_funding/in

dex.shtml

Both Electronic Annually

August 15,

2021

Integrated English

Literacy/Civics

Education Program

Report

Same http://www.doe.virginia.gov/i

nstruction/adulted/grants_fun

ding/index.shtml

Federal Electronic Annually

October 31,

2020

K-3 Primary Class Size

Reduction Program

Revised http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/student_record_collectio

n/index.shtml

State Electronic Annually

October 15,

2020

Laboratory FEE

approval

Same http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/instruction/driver_ed/ind

ex.shtml

State Electronic Annually

Fall: Jan 31,

2021;

EOY Aug

30, 2021

Master Schedule

Collection also includes

IPAL & SEDF

Revised http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/master_schedule_collecti

on/index.shtml

Both Electronic 2 Times a

Year

June 2, 2021 Mentor Teacher

Program Evaluation &

Program Reports

Same http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/instructional_personnel/i

ndex.shtml - Will be updated

in coming weeks

State Electronic Annually

118

Fall 2020 National Board

Certification Incentive

Award Report

Revised http://www.doe.virginia.gov/t

eaching/career_resources/nati

onal_board_cert/index.shtml

Both Electronic Annually

Fall 2020 New Teachers Program

Report

Revised http://www.doe.virginia.gov/t

eaching/career_resources/me

ntor/

State Electronic Annually

July 30,

2021

PluggedIn Virginia

Program Report

Same http://www.doe.virginia.gov/i

nstruction/adulted/grants_fun

ding/index.shtml

State Form Annually

October

2020

Pupil Transportation

Report

Same http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/support/transportation/in

dex.shtml

State Electronic Annually

January 15,

2021

&

June 10,

2021

Race to GED Program

Report

Same http://www.doe.virginia.gov/i

nstruction/adulted/grants_fun

ding/index.shtml

State Form 2 Times a

Year

November

15, 2020

Report of Free/Reduced

Meal Applications

Same http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/support/nutrition/index.s

html

Federal Electronic Annually

July 1, 2021 School Nutrition

Programs Annual

Agreement

Same http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/support/nutrition/index.s

html

Federal Electronic Annually

July 31,

2021

School Nutrition

Programs Annual

Financial Report for

July -June

Same http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/support/nutrition/index.s

html

Federal Electronic Annually

119

January 31,

2021

School Nutrition

Programs Semi-Annual

Financial Report for

July-December

Same http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/support/nutrition/index.s

html

Federal Electronic Annually

November

15, 2020

School Nutrition Report

of Free/Reduced Meal

Applications

Same http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/support/nutrition/index.s

html

Federal Electronic Annually

August 1,

2021

School Security

Equipment Grant

Revised http://www.doe.virginia.gov/

support/facility_construction/

security_equipment_grants/in

dex.shtml

State Electronic Annually

May 2021 Special Education

Excess Cost

Same http://www.doe.virginia.gov/

special_ed/grants_funding/in

dex.shtml

Federal Electronic Annually

August 15,

2021

Special Education State

Performance Report

Indicator Data for July

1, 2020 through June

30, 2021

Same http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/special_education/index.

shtml

Federal Electronic Annually

November

2020

Special Education

Proportionate Set Aside

Same http://www.doe.virginia.gov/

special_ed/grants_funding/in

dex.shtml

Federal Electronic Annually

Mid-August

2021

Standards of Quality

(SOQ) Compliance and

Other Certifications

Data Collection

Same http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/soq_compliance/index.sh

tml

State Electronic Annually

Vacancy:

Sept 9,

2020;

Teacher:

April 2021

STEM Teacher

Recruitment and

Retention Initiatives –

Vacancy Collection and

Teacher Information

Collection

Revised http://www.doe.virginia.gov/

administrators/superintendent

s_memos/2020/202-20.docx

State Electronic Annually

October 1,

2020

Student Data Collection

for Homeless Children

& Youth For

Subgrantees

Same http://wm.edu/hope Federal Electronic Annually

120

Fall: Oct 16,

2020;

Spring:

April 23,

2021;

EOY: July

16, 2021;

Summer:

Aug 30,

2021

Student Record

Collections also

includes elements of the

December 1 Child

Count Collection

Revised http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/student_record_collectio

n/index.shtml

Both Electronic 4 Times a

Year

Sept 30,

2020

Students with Intensive

Support Needs

Application (SISNA)

New http://www.doe.virginia.gov/

administrators/superintendent

s_memos/2020/176-20.docx

State Electronic Annually

August 2021 Substitute Tests Revised http://www.doe.virginia.gov/t

esting/substitute_tests/index.s

html

Both Electronic Annually

January 29,

2019

Supply and Demand

Report for School

Personnel

Same http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/instructional_personnel/i

ndex.shtml - Will be updated

in coming weeks

State Electronic Annually

January

2021

Title I, Part A,

Comparability Report

Same http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/federal_programs/index.

shtml

Federal Electronic Annually

November

2021

Title I, Part D, Subpart

1 and Subpart 2, Count

of Children Who Are

Neglected or

Delinquent (N or D)

Same http://www.doe.virginia.gov/i

nfo_management/data_collec

tion/federal_programs/index.

shtml

Federal Electronic Annually

August 1,

2021

Uses of At-Risk Add-on

Funding

Same Documentation can be found

in Chapter 2 in Item

136.C.9.e.3b.

State Electronic Annually

Actual

Enrollment:

Oct 31,

2020;

Projected

Enrollment:

May 15,

2021;

Virginia Preschool

Initiative (Required in

Appropriation Act)

Revised http://www.doe.virginia.gov/i

nstruction/early_childhood/

State Electronic Annually

121

July 30,

2021

Vision and Hearing

Survey (VHS)

Same http://www.doe.virginia.gov/

support/health_medical/office

/index.shtml

State Electronic Annually

June 30,

2021

Wellness Related

Fitness Report

Same http://www.doe.virginia.gov/i

nstruction/physed/

State Electronic Annually

November

2020

21st Century

Community Learning

Centers

New https://p1pe.doe.virginia.gov/

cclcsurvey21/home.do

Federal Electronic Annually

FINDINGS

This information was obtained in the fall of 2020 from a survey of school divisions representing

each of the eight Superintendent’s Regions of divisions, in which the following requests were

made.

1. List each report that your local school division is required to submit to any state agency

other than the Board of Education or the Department of Education. Please include the

name of the report and how frequently it is required. Indicate whether the report contains

information that the local school division is also required to submit to the federal

government.

2. List each report that your local school division is required to submit to the federal

government. Please include the name of the report and how frequently it is required.

3. Indicate the name of the state or federal agency/organization that requires the local school

division to maintain the frequency of the identified report.

4. Please also indicate if data in this collection is required by both a state agency/board and

the federal government (duplicate reported requests).

The following responses were received from school divisions representing each of the eight

Superintendent’s Regions. The results of the survey appear below. An asterisk (*) denotes the

discontinuation of a submission requirement by one or more divisions surveyed that do not

participate in the particular program. A number sign (#) denotes a new submission requirement

by one or more divisions surveyed.

122

Report Name Report

Frequency

Federal Report? State Report?

(Agency/Org Name) (Agency/Org Name)

Nursing Situational Report Annually US Department of Health

Vision and Hearing Screening Report Annually US Department of Health

Bureau of Labor Statistics Employee Counts Monthly Bureau of Labor Statistics

W2 Annually Internal Revenue Service Virginia Employment

Commission

1096 Federal Forms Annually Internal Revenue Service

1099-Misc Income Annually Internal Revenue Service

941 Schedule B (Federal Payroll Tax) Quarterly Internal Revenue Service

IRS Form 720 (Part II, Section 133) PCORI

fees Annually Internal Revenue Service

Civil Rights Data Collection Every 2

years Office of Civil Rights

Census of Governments, Survey of Public

Employment and Payroll Periodically US Census Bureau

Census of Governments, Survey of School

Finances Annually

US Department of

Commerce - Economics

and Statistics

Administration

# National Center for Education Statistics High

School & Beyond Study

Once during

an active

study and

only if

selected by

NCES

US Department of

Education, National

Center for Education

Statistics

Epi Pen Report Annually US Department of Health

# USDA Farm to School Census Data

Collection

Annually

when

requested

US Dept. of Agriculture

Virginia School Crisis Management Plan

Review and Certification Annually

Department of Criminal Justice

Services

School Safety Inspection Checklist

Every 3

years, next

one is Aug

2020

Department of Criminal Justice

System

Secondary School Climate Survey Report Annually Department of Criminal Justice

System

Broadband Connectivity Capability Survey Annually

Virginia Appropriations Act

(Item 137.G)/Virginia

Department of Education

123

VDCJS School Safety Survey Annually Virginia Department of

Criminal Justice Services

# Student Immunization Status Report Annually Virginia Department of Health

Immunizations Virginia Department of Health

VDH School Health Profiles Survey

Every 2

years, 370

randomly

selected

schools Virginia Department of Health

VA-16 (Virginia Payroll Tax) Quarterly Virginia Department of

Taxation

VA-6 (Virginia Payroll Tax) Annually Virginia Department of

Taxation

VEC-FC-21 (Virginia Unemployment

Commission) Quarterly

Virginia Employment

Commission

Virginia High School League CEF (Coaches

Education) Once a year Virginia High School League

Virginia High School League

Participation/ATM Once a year Virginia High School League

Key: * - discontinued report submission

# - new report submission

CONCLUSION

In response to House Bill 521, the Board of Education will annually survey school divisions

about federal government and other state agency reporting, submitting a listing of reports by

December 1 of each year.

In response to House Bill 196, the Board of Education will continue its practice of annually

reviewing reports that the Department of Education requires of local school divisions, with an

emphasis on reports that can be eliminated or consolidated with other reports. The results of this

annual review will be reported to the Chairmen of the House Committee on Education and the

Senate Committee on Education by November 15 of each year.

In response to House Bill 196 and House Bill 2141, the Board of Education will continue its

practice of annually reviewing reports that the federal government and the Department of

Education/Board require of local school divisions and understand the drivers for those reports.

The emphasis will be on reports that can be eliminated or consolidated and the Board will take

actions and make recommendations to that effect. The results of this annual review will be

reported to the Chairmen of the House Committee on Education and the Senate Committee on

Education by November 15 of each year.

124

APPENDIX J - STATUS REPORT REGARDING MULTIDIVISION ONLINE

LEARNING

Background

In 2010, the Virginia General Assembly passed legislation, introduced by Delegate Richard P.

Bell on behalf of Governor Robert F. McDonnell, authorizing the establishment of virtual school

programs. The legislation required the Superintendent of Public Instruction to develop and the

Virginia Board of Education to approve criteria for approving, monitoring, and, if necessary,

revoking the approval of multidivision providers of online courses and virtual school programs.

This legislation stipulated that the courses or programs must meet certain requirements with

regard to accreditation and staffing as well as the educational objectives and assessments in the

Virginia Standards of Learning (SOL).

The legislation allowed local school boards to enter into contracts with approved providers to

offer such courses and programs. As guidance to these boards, the Superintendent of Public

Instruction developed model policies and procedures pertaining to student access. In addition, the

legislation required the Virginia Department of Education to develop a website containing

relevant information, including course content, registration information, teacher qualifications,

and completion rates. The local boards were required to post information on their websites to

enable visitors to understand and compare various options for learners, including the types of

online courses and programs available, conditions under which divisions will pay course fees and

other costs for nonresident students, and criteria for granting high school credit.

In 2011, the Department of Education developed and implemented the multidivision online

provider application process, including the Criteria for Approval of Multidivision Online

Providers and the application, appeal, and monitoring process approved by the Board of

Education. During this initial application period, 13 organizations were approved to offer online

instruction as multidivision online providers. During the second year of program

implementation, the legislation required monitoring of the approved providers and the reopening

of the application window.

The second application window was opened on January 3, 2012, with provider applications

accepted for 30 days. During that time, seven organizations submitted new applications and

course correlation documents, and providers approved in 2011 submitted new courses for review

and approval. After a thorough review, six of the new applicants were approved as multidivision

online providers. For the one application not approved, review teams noted significant

deficiencies in data collection and reporting capabilities, pupil performance standards, Section

508 compliance, teacher licensure requirements, and correlation to the SOL.

The third application window was opened on January 2, 2013. During that time, four

organizations submitted new applications and course correlation documents, and providers

approved in 2011 and 2012 submitted new courses for review and approval. After a thorough

review, the four new applicants were approved as multidivision online providers.

125

A fourth 30-day application window opened on January 2, 2014. During that time, one

organization submitted a new application and course correlation documents, and providers

approved in 2011, 2012, and 2013 submitted new courses for review and approval. After a

thorough review, the one new applicant was approved as a multidivision online provider and

additional courses from existing providers were approved.

A fifth 30-day application window opened on January 5, 2015. During that time, three

organizations submitted new applications and course correlation documents, and providers

approved in 2011, 2012, 2013, and 2014 submitted new courses for review and approval. After a

thorough review, the three new applicants were approved as multidivision online providers and

additional courses from existing providers were approved.

A sixth 30-day application window opened on January 4, 2016. During that time, no

organizations submitted new applications or correlation documents; two providers chose not to

continue their multidivision online provider status, and providers approved in 2011, 2012, 2013,

2014, and 2015 submitted new courses for review and approval. After a thorough review,

additional courses from existing providers were approved.

A seventh 30-day application window opened on January 2, 2017. During that time, no

organizations submitted new applications or correlation documents. Some providers approved in

2011-2016 submitted new courses for review and approval. After a thorough review, additional

courses from existing providers were approved.

An eighth 30-day application window opened on January 2, 2018. During that time, two

organizations submitted new applications or correlation documents. Some providers approved in

2011-2017 submitted new courses for review and approval. After a thorough review, the two

new applicants were approved as multidivision online providers and additional courses from

existing providers were approved.

Thirteen of the 21 currently approved organizations offered courses to students in Virginia

during the 2017-2018 school year. These organizations submitted monitoring reports in July

2018. After reviewing data from these reports and conducting monitoring interviews with the

providers, one primary issue of concern remains: a discrepancy still exists between multidivision

online provider course enrollment data submitted by providers and data reported by school

divisions in the Master Schedule Collection (MSC). Multidivision online provider data submitted

by school divisions continue to include data from providers that are not multidivision online

providers. School divisions are including online providers who are only providing courses.

Online providers who only provide courses are not multidivision online providers and are not

required to be approved as multidivision online providers. Multidivision online providers provide

educators in addition to courses.

An eleventh 30-day application window opened on January 1, 2020. During that time, there were

no new applications submitted. Some providers approved during 2011-2019 submitted new

courses for review and approval. After a thorough review, 159 courses submitted from existing

providers were approved.

126

127

Three-Year Full Review

The Procedures for Submission and Review of the Multidivision Online Provider Application

approved by the Board of Education in 2010 provide a full review of multidivision online

providers after three years. Therefore, every three years approved providers submit updated

information. Applicants must submit updated information to the four parts of their application

approved since their last full review along with updated course information where appropriate.

Activities during the Reporting Period

The following is a list of key activities that occurred between October 1, 2019 and October 1,

2020:

• The application window was opened for 30 days beginning January 1, 2020. There were

no new applicants during the application window.

• Of the 165 new or revised courses reviewed, 159 (96%) were approved and six (4%)

were denied due to not correlating to SOL or CTE competencies.

• Providers that were initially approved in 2017 or that completed a three-year review in

2017 completed another three-review process of submitting updated application and

course information.

• The Department of Education required approved providers that provided services to

complete monitoring reports that detailed their activities in the Commonwealth during the

2019-2020 academic year. In an effort to reflect data collection challenges due to

COVID-19, a designation was included on the Monitoring Report forms for providers to

note if data was not available for this reason.

• The Department of Education collected and reviewed monitoring reports from the

following 13 providers that offered courses during the 2019-2020 school year: Apex

Learning; BYU Independent Study; CCPSOnline – Chesterfield County Public Schools;

Edgenuity (formerly known as Education2020, Inc.); EdOptions Academy; Florida

Virtual School; Founders Education; Fuel Education; K12 Inc.; Pearson Online and

Blended Education (formerly known as Pearson Education, Connections Education, LLC

and Connections Academy, LLC); Proximity Learning; The Virtual High School

(formerly known as VHS Collaborative); and York County School Division.

128

Data Collection and Monitoring

The Department of Education collects data from three sources: the Master Schedule Collection

(MSC), provider monitoring reports, and Department of Education surveys. The MSC data are

collected three times a year: to correspond with fall membership, with the March 31 average

daily membership, and with the last day of school.

In addition to offering courses taught by teachers employed by the multidivision online provider,

some multidivision online providers also offer courses that can be taught by local teachers. Once

students are enrolled in a virtual course, the Department of Education can provide information

via the State Testing Identifier (STI), including assessment data, cohort graduation data, course

enrollment and completion data, career and technical education reports, and funding summary

reports.

Enrollment Data

During the End of Year Master Schedule Collection, school divisions provide data on the

number of students enrolled in courses offered by approved multidivision online providers. The

table below shows student enrollment in multidivision online provider courses by division for the

past six school years. Data from the 2012-2013 and 2013-2014 school years may be located in

Appendix K of the associated 2013 and 2014 Board’s Annual Report to the governor and

General Assembly.

Division Number of

students

enrolled in

courses

offered by

approved

providers in

2014-2015

Number of

students

enrolled in

courses

offered by

approved

providers in

2015-2016

Number of

students

enrolled in

courses

offered by

approved

providers in

2016-2017

Number of

students

enrolled in

courses

offered by

approved

providers in

2017-2018

Number of

students

enrolled in

courses

offered by

approved

providers in

2018-2019

Number of

students

enrolled in

courses

offered by

approved

providers in

2019-2020

Albemarle County 107 9 0 0 0 0

Alexandria 365 160 128 0 0 0

Amelia-Nottoway

Vocational-Technical

Center

0 0 3 0 0 0

Amherst County 326 385 321 261 281 150

Appomattox County 38 8 13 19 90 0

Arlington County 0 0 7 0 1 21

Bath County 0 0 11 1 0 0

Bedford County 868 36 88 72 47 0

Bristol 0 27 20 68 0 0

Brunswick County 0 0 63 0 14 0

Buckingham County 0 0 104 0 0 0

Buena Vista 57 0 0 199 0 0

Charles City County 0 0 0 0 21 76

129

Division Number of

students

enrolled in

courses

offered by

approved

providers in

2014-2015

Number of

students

enrolled in

courses

offered by

approved

providers in

2015-2016

Number of

students

enrolled in

courses

offered by

approved

providers in

2016-2017

Number of

students

enrolled in

courses

offered by

approved

providers in

2017-2018

Number of

students

enrolled in

courses

offered by

approved

providers in

2018-2019

Number of

students

enrolled in

courses

offered by

approved

providers in

2019-2020

Chesapeake City 0 0 0 0 0 69

Charlottesville 64 111 16 129 81 0

Colonial Beach 0 0 23 114 38 50

Colonial Heights 0 0 0 1 0 0

Craig County 42 20 13 112 33 0

Culpeper County 0 119 0 0 0 0

Cumberland County 70 7 0 0 0 0

Danville 211 0 0 9 2 0

Dinwiddie County 0 0 0 74 0 0

Essex County 17 35 44 190 5 0

Fairfax County 1240 1361 1495 1197 1424 0

Floyd County 1 0 46 38 35 0

Fluvanna County 0 0 0 0 26 0

Franklin City 37 130 27 0 12 0

Franklin County 0 0 0 5 7 41

Fredericksburg 0 0 0 54 22 0

Galax 31 25 11 0 2 1

Giles County 0 0 0 0 4 0

Goochland County 21 268 266 232 144 0

Grayson County 0 0 0 0 16 0

Greene County 0 0 0 58 24 0

Hampton City 25 66 61 0 0 0

Hanover County 0 30 38 119 281 145

Harrisonburg City 0 0 0 0 1 0

Henrico County 1320 2200 2010 866 1036 0

Henry County 10 3 0 0 0 0

Highland County 4 0 5 15 25 1

Hopewell City 0 0 0 0 0 730

Isle of Wight County 0 0 92 0 0 0

King George County 0 0 0 0 1 5

King and Queen

County

0 0 0 0 0 190

King William County 0 0 11 17 97 0

Lancaster County 0 14 0 0 0 0

130

Division Number of

students

enrolled in

courses

offered by

approved

providers in

2014-2015

Number of

students

enrolled in

courses

offered by

approved

providers in

2015-2016

Number of

students

enrolled in

courses

offered by

approved

providers in

2016-2017

Number of

students

enrolled in

courses

offered by

approved

providers in

2017-2018

Number of

students

enrolled in

courses

offered by

approved

providers in

2018-2019

Number of

students

enrolled in

courses

offered by

approved

providers in

2019-2020

Lee County 0 8 3 1 0 0

Loudoun County 0 1 13 7 1 163

Louisa County 0 1 0 0 13 0

Lunenburg County 42 25 25 28 0 0

Madison County 57 63 48 27 20 0

Manassas City 122 35 0 0 8 0

Martinsville 0 15 46 112 28 0

Mathews County 22 35 49 46 53 0

Mecklenburg County 0 0 51 171 0 0

Middlesex County 20 15 11 38 0 29

Nelson County 0 0 81 57 0 0

Newport News City 0 0 0 0 0 9

Northampton County 155 242 189 120 0 0

Norfolk 0 0 1675 1753 2505 0

Northumberland

County

8 1 62 137 25 0

Norton City 0 0 0 0 19 0

Nottoway County 0 0 152 120 3 0

Orange County 314 305 276 312 308 0

Patrick County 9 11 1 2 1 281

Petersburg City 0 0 164 794 211 8

Poquoson City 0 0 0 0 0 1

Powhatan County 0 0 0 0 0 159

Prince George

County

0 0 0 0 0 24

Radford 12 53 71 44 3 0

Rappahannock

County

14 6 0 0 0 0

Richmond City 0 0 0 245 1675 2068

Richmond County 26 28 52 25 17 12

Rockbridge County 0 0 0 0 93 0

Salem 0 0 11 6 0 0

Shenandoah County 287 241 0 298 296 0

Smyth County 46 6 0 68 27 18

Spotsylvania County 0 0 294 210 0 0

131

Division Number of

students

enrolled in

courses

offered by

approved

providers in

2014-2015

Number of

students

enrolled in

courses

offered by

approved

providers in

2015-2016

Number of

students

enrolled in

courses

offered by

approved

providers in

2016-2017

Number of

students

enrolled in

courses

offered by

approved

providers in

2017-2018

Number of

students

enrolled in

courses

offered by

approved

providers in

2018-2019

Number of

students

enrolled in

courses

offered by

approved

providers in

2019-2020

Stafford County 156 150 126 592 669 539

Staunton 30 4 76 60 208 0

Suffolk 0 298 0 0 0 0

Sussex County 0 11 3 2 15 3

Virginia Beach 0 0 0 15 69 2598

Warren County 0 3 0 0 0 0

Washington County 0 2 7 0 0 0

Waynesboro 1 0 0 2 0 0

West Point 12 12 0 19 42 0

Westmoreland

County

0 83 67 51 71 0

Williamsburg-James

City County

0 0 1 0 11 1

Wise County 263 413 0 284 0 0

Wythe County 22 42 43 8 0 0

Total Students

Enrolled

6,472 7,123 8,513 9,505 10,161 7,463

Assessment Data

Although assessment data for students who took the Virginia Standards of Learning subject area

tests, the Virginia Modified Achievement Standards Test, Virginia Alternative Assessment, and

Virginia Grade Level Alternative were collected in the past, due to the Covid-19 pandemic, these

data points were not able to be collected.

Similarly, although data representing the assessment results for all students who took a virtual

course including students with disabilities, students with limited English proficiency, and

economically disadvantaged students was available in previous years, current year’s data was not

available due to the Covid-19 pandemic.

Course Enrollment, Completion, and Pass Rate Data

Data from the provider monitoring reports indicated that there were 16,205 student enrollments

in virtual courses from approved providers; 88 percent of enrolled students completed the

courses and 90 percent both completed and passed the courses. Completion and pass rates from

individual providers are below.

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Course Completion and Pass Rate Data

Number of Enrollments

Number of Withdrawals

Number of Completers

Overall Completer Percentage

Number Completing and Passing

Overall Completer and Pass Rate

Apex Learning 42 0 42 100% 35 83% BYU Independent Study 0 0 0 0 0 0 CCPSOnline - Chesterfield County Public Schools 1 0 1 100% 1 100%

Edgenuity 1296 388 908 70% 822 91%

Edison Learning 0 0 0 0 0 0 EdOptions Online Academy (Edmentum) 44 9 35 80% 27 77% Florida Virtual School 58 15 43 74% 43 100%

Founders Education 70 20 50 71% 50 100%

Fuel Education 140 32 106 84% 61 53%

K12 Inc. 14542 1566 12976 100% 12610 97%

Middleton Academy 0 0 0 0 0 0

My Virtual Academy 0 0 0 0 0 0

Nextide Academy 0 0 0 0 0 0

OdysseyWare 0 0 0 0 0 0

Proximity Learning, Inc. 3 0 3 100% 3 100%

RISE Academy 0 0 0 0 0 0 The Virtual High School (formerly known as The VHS Collaborative) 0 0 0 0 0 0 York County Public Schools 9 6 3 100% 3 100%

Totals 16205 2036 14167 88% 13655 90%

Note: Pearson Online & Blended requested to be removed as a MOP.

Student Demographic Data

Student demographic data were requested on the provider monitoring reports. Of the 19 approved providers, 13 offered instruction during the 2019-20 school year with a total of 3,269

133

students. Of these 13, nine collected and reported student data on gender and five reported on

race and ethnicity. Of the data reported:

• Gender data were provided for 3,096 students. Of these students, 44 percent were male

and 56 percent were female. The reporting of demographic information is optional due to

the various privacy policies of providers.

• Racial and ethnic data were provided for 3,096 students. Of these students, 6 percent

were reported as Hispanic or Latino, 7 percent were Asian, 27 percent were Black or

African American, 55 percent were White, and 1.38 percent were reported as American

Indian or Alaskan Native, Native Hawaiian, or Pacific Islander. Less than 1 percent were

two or more ethnicities.

The table below shows demographic data as reported by each of the active providers offering

services during the 2019-2020 school year.

Provider Number of

Students Served

Demographic Information

Ethnic and Racial Makeup of Student Body

Full- Time

Part- Time Males Females

Hispanic or Latino

American Indian or Alaskan Native

Asian Black or African American

Native Hawaiian or Pacific Islander

White Two or More Ethnicities

Apex Learning 0 29 DNA DNA DNA DNA DNA DNA DNA DNA DNA BYU Independent Study 0 0 0 0 0 0 0 0 0 0 0 CCPSOnline - Chesterfield County Public Schools 0 1 1 0 0 0 0 0 0 1 0

Edgenuity 73 826 422 476 106 5 79 251 1 384

28 (45 Not Reported)

Edison Learnnig 0 0 0 0 0 0 0 0 0 0 0 EdOptions Academy (Edmentum) 4 6 5 5 1 0 0 0 0 8 0 Florida Virtual School 0 51 17 34 DNA DNA DNA DNA DNA DNA DNA Founders Education 0 70 19 51 DNA DNA DNA DNA DNA DNA DNA Fuel Education 22 1 DNA DNA DNA DNA DNA DNA DNA DNA DNA K12 Inc. 2179 0 938 1241 90 24 147 585 13 1320 DNA Middleton Academy 0 0 0 0 0 0 0 0 0 0 0

My Virtual Academy 0 0 0 0 0 0 0 0 0 0 0

134

Nextide Academy 0 0 0 0 0 0 0 0 0 0 0 OdysseyWare 0 0 0 0 0 0 0 0 0 0 0 Proximity Learning, Inc. 0 3 1 2 1 0 0 0 0 2 0 RISE Academy 0 0 0 0 0 0 0 0 0 0 0 The Virtual High School (formerly known as The VHS Collaborative) 0 0 0 0 0 0 0 0 0 0 0 York County Public Schools 1 3 3 1 1 0 0 0 0 3 0 Totals 2,279 990 1,406 1,810 199 29 226 836 14 1,718 28

Notes: DNA indicates Data Not Available; Pearson Online & Blended requested to be removed as a MOP.

Provider Monitoring Issues

The Department of Education collected data regarding issues via the annual Monitoring Report

from the 13 providers that offered courses during the 2019-2020 school year. No issues were

identified with any of the providers.

Department of Education Parental Satisfaction Survey Data

The Department of Education requested all multidivision online providers send program

participants links to a parent survey. A total of 781 survey responses were received from 9 of the

19 approved providers who offered instruction during the 2019-2020 school year. The table

below shows the demographics of the survey responses received.

Total

Responses

Number of Courses Taken

Online

1-2 3-5 6+

Apex Learning 7 2 4 1

CCPSOnline

Chesterfield County

Public Schools 3 0 1 2

Edgenuity 75 43 25 7

Florida Virtual School 2 2 0 0

Founders Education 2 2 0 0

135

Fuel Education

K12, Inc. 667 26 157 484

My Virtual Academy 18 1 5 12

Proximity Learning 1 1 0 0

The Virtual High

School 6 0 2 4

Total 781 77 194 510

Percentages 10.17% 24.78% 65.06%

The surveys showed that 10.17 percent of the students participated in one or two courses online,

24.78 percent of the students participated in three to five courses online, and 65.06 percent of the

students participated in six or more courses online. In addition, 94.70 percent of the respondents

stated that they would enroll their children with the provider again. Further results from these

surveys included: **717 Total Responses for this question (38-NO 679-YES) 94.70%

Technical Issues

• Seventy-seven percent (77%) reported that their children often did not have, rarely had,

or never had any technical issues with the online courses.

• Eighty (80%) reported that any technical issues were resolved in an average to very fast

period of time.

• The respondents provided a variety of examples regarding technical issues.

Overall Course Quality

• Ninety-six percent (96%) agreed or strongly agreed that the quality of the online course

was good.

• Ninety-six percent (96%) agreed or strongly agreed that the quality of the course content

was good.

• Ninety-four percent (94%) agreed or strongly agreed that their children had been

appropriately challenged by the online course.

136

• Eighty-three percent (83%) agreed that the online course was appropriately personalized

to meet the unique needs of their children.

Communication

• Ninety-three percent (93%) agreed or strongly agreed that the frequency of

communication with teachers met their children’s needs.

• Eighty-one percent (81%) agreed or strongly agreed that the actual communications were

productive.

• Ninety-three percent (93%) agreed or strongly agreed that the frequency of

communication with other students met their children’s needs.

Summary of Approved Providers and Courses

Of the 14 applications received during the 2011 application window, 13 providers met the

criteria for approval: Apex Learning; BYU Independent Study; CCPSOnline – Chesterfield

County Public Schools; CompuHigh, LLC; Connections Academy, LLC (now known as

Connections Education); Education2020, Inc. (now known as Edgenuity); EdOptions Online

Academy; Edison Learning, Inc.; Florida Virtual School; Giant Campus of Virginia (merged

with Education2020, Inc., during the 2011-12 school year); K12 Inc.; Virtual High School

Global Consortium (now known as The VHS Collaborative); and York County School Division.

Of the seven applications received during the 2012 application window, six providers met the

criteria for approval: Accelerate Education; American Virtual Academy (now known as

FlipSwitch); Cambium Education, Inc.; Glynlyon OdysseyWare; Proximity Learning, Inc.

(mylanguage360); and Plato Learning, Inc. Cambium Education, Inc., decided during the 2013-

2014 school year to no longer offer an online program as a multidivision online provider. Plato

Learning, Inc., merged with Edmentum during the 2012-2013 school year and no longer offers

an online program as a multidivision online provider.

Of the four applications received during the 2013 application window, all four providers met the

criteria for approval: Edmentum, Connections Education GradPoint, Milburn Online (now

known as Middleton Academy), and The American Academy, LLC. Edmentum merged with

EdOptions Online Academy during the 2013-2014 school year and no longer offers an online

program as a multidivision online provider.

The one application received during the 2014 application window from Longwood University

Extended met the criteria for approval.

Of the three applications received during the 2015 application window, all three providers met

the criteria for approval: Founders Education, Fuel Education, and Loudoun County Public

Schools. Connections Education GradPoint and FlipSwitch (formerly known as American

137

Virtual Academy) decided during the 2014-2015 school year to no longer offer online programs

as multidivision online providers.

There were no new applications received during the 2016 application window. Graduation

Alliance decided during the 2015-2016 academic year that they no longer wished to remain a

multidivision online provider for Virginia.

There were no new applications received during the 2017 application window. Loudoun County

Public Schools decided during the 2016-2017 academic year that they no longer wished to

remain a multidivision online provider for Virginia.

Of the two applications received during the 2018 application window, both providers met the

criteria for approval: Nextide Academy and R.I.S.E Hybrid Academy.

One application was received during the 2019 application window and met the criteria for

approval: My Virtual Academy.

No new applications were received during the 2020 application window.

Since 2011, the Department of Education has approved a total of 30 multidivision online

providers. Nineteen providers remain as active multidivision online providers and may offer the

approved courses listed below. The list includes all approved courses including non-SOL

elective courses submitted during the application period and throughout the year. If a provider’s

course name differs from the name used to identify the course in Virginia, the provider’s course

name follows in brackets.

137

COURSE LIST:

Accelerate Education

P. O. Box 99790

Seattle, Washington 98139

Approved SOL Courses

Virginia SOL Course [Provider Course Name]

Algebra I

Algebra II

Biology

Chemistry

Civics & Economics [Economics]

Earth Science

English Grade 9

English Grade 10

English Grade 11

English Grade 12

Geometry

Health Grade 7

Language Arts 11

Physical Education

Physical Science

Physics

Virginia & US Government [American Government]

Virginia and United States History [American

History]

World History & Geography 1500-Present [World

History]

World Geography

Non-SOL, CTE, or Elective Courses

AP French

AP Spanish

Middle School The Choice Is Yours

Business Communication

Child Development

Hospitality and Tourism

Law and Ethics

Media Studies

Middle School Life Skills

Nutrition

Retailing

Anthropology

Creative Writing

Intro to Group Sports

Intro to Individual Sports

Middle School Study Skills

Psychology

Research

7 Habits

Sociology

World Religions

Apex Learning

1215 Fourth Avenue, Suite 1500

Seattle, Washington 98161

Virginia SOL Course [Provider Course Title]

Algebra 1 [Algebra 1 (Core/Honors)]

Algebra 2 [Algebra 2 (Core/Honors)]

Algebra, Functions, and Data Analysis [VA Algebra,

Functions, and Data Analysis]

Biology [Biology (Core/Honors)]

Biology [Biology II - Virginia Ecology]

Chemistry [Chemistry (Core/Honors)]

Civics & Economics [US and Global Economics

(Honors)]

Earth Science [Earth Science (Core/Honors)]

Economics and Personal Finance [Virginia

Economics and Personal Finance]

English 10

English 10 [English 10 (Core/Honors)]

English 10 [English 10 Honors]

English 11

English 11 [English 11 (Core/Honors)]

English 11 [English 11 Honors]

English 12

English 12 [English 12 (Core/Honors)]

English 12 [English 12 Honors]

English 9

English 9 [English 9 (Core/Honors)]

English 9 [English 9 Honors]

English Grade 4 [English Foundations I (Foundation)

Grade 04]

English Grade 5 [English Foundations I (Foundation)

Grade 05]

English Grade 6 [English Foundations I (Foundation)

Grade 06]

English Grade 7 [English Foundations II

(Foundation) Grade 07]

English Grade 8 [English Foundations II

(Foundation) Grade 08]

English Grade 9 [English Foundations II

(Foundation) Grade 09]

French I [French I (Core/Honors)]

French II [French II (Core/Honors)]

Geometry [Geometry (Core/Honors)]

Health Grades 9 and 10

Mathematical Analysis [Pre-calculus (Core/Honors)]

Physical Education Grades 9 and 10

Physical Science [Physical Science (Core/Honors)]

Physics [Physics (Core/Honors)]

Probability & Statistics [Probability & Statistics]

Spanish I [Spanish 1 (Core/Honors)]

Spanish II [Spanish II (Core/Honors)]

Spanish III [Spanish III]

United States History: 1865 to the Present [US

History since the Civil War]

Virginia & U.S. History [US History (Core)]

Virginia and US Government [US Government and

Politics]

138

World Geography [Geography and World Cultures]

World History & Geography to 1500 [World History

to the Renaissance]

World History and Geography 1500 - Present

[Modern World History from 1450]

CTE

Business Law [Legal Environment of Business]

Non-SOL, CTE, or Elective Courses

AP Biology

AP Calculus AB

AP Chemistry

AP English Language and Composition

AP English Literature and Composition

AP Environmental Science

AP Macroeconomics

AP Microeconomics

AP Psychology

AP Spanish Language

AP Statistics

AP U.S. Government and Politics

AP U.S. History

Art Appreciation

Creative Writing

Financial Literacy

Liberal Arts Math

Media Literacy

Multicultural Studies

Music Appreciation

Psychology

Reading Skills and Strategies

Sociology

Writing Skills and Strategies

BYU Independent Study

120 MORC

Provo, Utah 84602

Approved SOL Courses

Virginia SOL Course [Provider Course Title]

Algebra I [ALG 51, ALG 53]

Algebra II [ALG 55, ALG 57]

Biology [Biology 41, BIOL 43]

English Grade 9 [ENGL 41, ENGL 43]

Geometry [GEOM 41, GEOM 43]

Health Grade 10 [Health 41]

Health Grade 9 [Health 41]

Physics [PHSCS 41, PHSCS 43]

Spanish I [SPAN 41, SPAN 43]

Spanish II [SPAN 51, SPAN 53]

US History 1865 to Present [HIST 43]

Non-SOL, CTE, or Elective Courses

AP Biology

AP Calculus

Human Anatomy

Home Gardening

Exploring Values, Part 1

Exploring Values, Part 2

Exploring Values, Part 3

CCPSOnline - Chesterfield County Public Schools

4003 Cogbill Road

Richmond, Virginia 23234

Approved SOL Courses

Virginia SOL Course [Provider Course Title]

English Grade 9 [English 9]

Health Grade 10 [Health 10]

Health Grade 9 [Health 9]

Physical Education Grade 10 [PE 10]

Physical Education Grade 9 [PE 9]

Virginia and U.S. Government

Non-SOL, CTE, or Elective Courses

Earth Science 2

Psychology

Sociology

Edgenuity (formerly known as Education2020,

Inc.)

7303 East Earll Drive

Scottsdale, Arizona 85251

Approved SOL Courses

Virginia SOL Course [Provider Course Title]

Algebra 1 [Algebra I (Core/Honors)]

Algebra 2 [Algebra II (Core/Honors)]

Algebra Functions and Data Analysis [Algebra

Functions, and Data Analysis]

Biology [VA Biology] / Science

Biology Honors [VA Biology Honors] / Science

Chemistry / Science Honors [VA Chemistry Honors]

/ Science

Chemistry [VA Chemistry] / Science

Chinese I [Middle School VA Chinese 1]

Chinese II [Middle School VA Chinese 2]

Civics and Economics [Middle School]

Earth Science [VA Earth Science] / Science

Earth Science Honors [VA Earth Science Honors] /

Science

Economics

Economics & Personal Finance [Economics &

Personal Finance Honors]

Economics & Personal Finance [Economics &

Personal Finance]

English Grade 10 [English 10 (Core/Honors)]

English Grade 11 [English 11 (Core/Honors)]

English Grade 12 [English 12 (Core/Honors)]

English Grade 6 [English 6]

English Grade 7 [English 7]

139

English Grade 8 [English 8]

English Grade 9 [English 9 (Core/Honors)]

French I [French I]

French I [Middle School French 1]

French II [French II]

French II [Middle School French 2]

French III [French III]

Geometry [Geometry (Core/Honors)]

German I [Middle School German 1]

German I [VA German I]

German II [Middle School German 2]

German II [VA German II]

German II [VA German II]

Health Grade 10

Health Grade 10 [Health & Personal Wellness]

Health Grade 9 [Health]

Health Grade 9 [Life Skills]

Latin I [Middle School Latin 1]

Latin I [VA Latin I]

Latin II [VA Latin II]

Life Science [Life Science]

Life Science [VA Science 7 (Life Science)] / Science

Mathematical Analysis [Mathematical Analysis]

Mathematics 6 [Mathematics 6]

Mathematics 7 [Mathematics 7]

Mathematics 8 [Mathematics 8]

Modern Languages I [VA Chinese I]

Modern Languages II [VA Chinese II]

Physical Education Grade 9 [Physical Education

Grade 9]

Physical Science [Physical Science]

Physical Science [VA Science 8 (Physical Science)] /

Science

Physics [Physics (Core/Honors)]

Physics [VA Physics] / Science

Physics Honors [VA Physics Honors] / Science

Probability & Statistics [Probability & Statistics]

Science 6 [VA Science 6] / Science

Science Grade 6 [Science Grade 6]

Science Grade 7 [Science Grade 7]

Science Grade 8 [Science Grade 8]

Spanish I [Middle School Spanish1]

Spanish I [VA Spanish I]

Spanish II [Middle School Spanish 2]

Spanish II [VA Spanish II]

Spanish III [VA Spanish III]

Trigonometry [Trigonometry]

US History 1865 to Present [Middle School US

History]

Virginia and U.S. Government [Virginia and U.S.

Government Honors]

Virginia and U.S. Government [Virginia and U.S.

Government]

Virginia and U.S. History [Virginia and U.S. History

Honors]

Virginia and U.S. History [Virginia and U.S. History]

Virginia SOL Course [Provider Course Title]

World Geography [World Geography]

World History & Geography 1500-Present [World

History and Geography II 1500 and Beyond Honors]

World History & Geography 1500-Present [World

History and Geography II 1500 and Beyond]

World History & Geography to 1500 [World History

and Geography I to 1500 Honors]

World History & Geography to 1500 [World History

and Geography I to 1500]

Non-SOL, CTE, or Elective Courses

3D Modeling

Advanced Drawing & Design- CTE related

Advertising and Sales Promotion

African American History

Algebra II and Trigonometry (Elective)

Anatomy

Animation

Anthropology I: Uncovering Human Mysteries

Anthropology II: More Human Mysteries Uncovered

AP Calculus AB

AP Environmental Science

AP French Language & Culture

AP Human Geography

AP Language and Composition

AP Literature and Composition

AP Psychology

AP Spanish Language and Culture

AP U.S. Government & Politics

AP U.S. History

AP World History

Archaeology: Detectives of the Past

Art History I

Astronomy 1A

Astronomy 1B

Astronomy: Exploring the Universe

ASVAB™ (Math, Verbal, Science)

Biology II: Ecology

Biotechnology 1A

Biotechnology 1B

Business Marketing- CTE related

Career Explorations- CTE related

Career Planning and Development

Careers in Criminal Justice

Character and Leadership Dev. / Elective

Classic Novels & Author Studies (includes 15 novels,

Supplemental Content)

College and Career / Elective

Computer Applications: Office 2016

Concepts in Probability and Statistics

Concepts of Engineering & Technology

Cosmetology 2: The Business of Skin and Nail Care

Cosmetology: Cutting Edge Styles

Creative Writing

Criminology: Inside the Criminal Mind

140

Cybersecurity 1

Digital Arts

Digital Photography I: Creating Images with Impact!

Digital Photography II: Discovering Your Creative

Potential

Drugs & Alcohol

Early Childhood Education

Ecology

Entrepreneurship- CTE related

Environmental Science

Exercise Science

Expository Reading and Writing

Fashion & Interior Design

First Aid & Safety

Forensic Science I: Secrets of the Dead

Forensic Science II: More Secrets of the Dead

Forestry and Natural Resources*

Game Design I

Game Design II

Gothic Literature: Monster Stories

Great Minds in Science: Ideas for a New Generation

Health Science Concepts (Anatomy & Physiology)

History of the Holocaust

Hospitality & Tourism: Traveling the Globe

Hospitality & Tourism: Traveling the Globe- CTE

related

IDEA Writing - (Instruction to Develop Expository

Modeling and Applied Writing)

Information Tech Fundamentals- CTE related

International Business: Global Commerce in the 21st

Century

Intro to Communication and Speech

Intro to Health Science- CTE related

Introduction to Art

Introduction to Business / Elective

Introduction to Coaching

Introduction to Coding

Introduction to Culinary Arts

Introduction to Culinary Arts- CTE related

Introduction to Manufacturing: Product Design &

Innovation

Introduction to Military Careers

Introduction to Philosophy: The Big Picture

Introduction to Social Media

Journalism: Investigating the Truth

Law & Order: Introduction to Legal Studies

Literacy and Comprehension I

Literacy and Comprehension II

Marine Science: Secrets of the Blue

Medical Terminology

Mental Health and Wellness / Elective

Microsoft Office Specialist

Middle School 2D Studio Art 1A

Middle School 2D Studio Art 1B

Middle School Coding 1A

Middle School Coding 1B

Middle School Digital Art and Design

Middle School Exploring Music 1A

Middle School Exploring Music 1B

Middle School Game Design 1A

Middle School Game Design 1B

Middle School Journalism: Tell Your Story

Middle School Life Skills

Middle School Photography: Drawing with Light

Music Appreciation: The Enjoyment of Listening

Mythology & Folklore: Legendary Tales

National Security

Nutrition and Wellness

Online Learning and Digital Citizenship

Peer Counseling

Personal Development / Elective

Personal Finance- CTE related

Personal Training Concepts

Physiology

Pre-Algebra

Pre-Calculus

Principles of Agriculture, Food, and Natural

Resources

Principles of Public Service: to Serve and Protect

Project in Audio Engineering (Supplemental Content)

Projects in Game Design (Supplemental Content)

Psychology

Public Speaking

Real World Parenting

Renewable Technologies 1A

Renewable Technologies 1B

Restaurant Management

Social and Emotional Success / Elective

Social Problems I: A World in Crisis

Social Problems II: Crisis, Conflicts & Challenges

Sociology

Sports & Entertainment Marketing

Sports Officiating

Strategies for Academic Success

Test-Prep 6th Grade Mathematics

Test-Prep 6th Grade Reading

Test-Prep 7th Grade Civics & Economics

Test-Prep 7th Grade Mathematics

Test-Prep 7th Grade Reading

Test-Prep 8th Grade Science

Test-Prep ACCUPLACER (includes Sentence Skills,

Reading Comprehension, Arithmetic, Elementary

Algebra, and Written Summary strands)

Test-Prep ACT (includes Math, Reading, Writing,

English, and Science strands)

Test-Prep COMPASS (includes Math, Reading, and

Writing strands)

Test-Prep EOC SOL 10th Grade Reading

Test-Prep EOC SOL 10th Grade Writing

Test-Prep EOC SOL 11th Grade Reading

Test-Prep EOC SOL 11th Grade Writing

Test-Prep EOC SOL 9th Grade Reading

141

Test-Prep EOC SOL 9th Grade Writing

Test-Prep EOC SOL Algebra I

Test-Prep EOC SOL Algebra II

Test-Prep EOC SOL Biology

Test-Prep EOC SOL Chemistry

Test-Prep EOC SOL Earth Science

Test-Prep EOC SOL Geometry

Test-Prep EOC SOL World Geography

Test-Prep EOC SOL World History & Geography

1500-Present

Test-Prep EOC SOL World History & Geography to

1500

Test-Prep GED (includes Math, Reading, Science,

Social Studies, Writing strands)

Test-Prep SAT (includes Math, Critical Reading, and

Writing strands)

Test-Prep SOL 8th Grade Math

Test-Prep SOL 8th Grade Reading

Test-Prep SOL 8th Grade Writing

Test-Prep Virginia & U.S. History

Test-PrepACT WorkKeys®

Transportation and Tours for the Traveler / Elective

Unlock your Purpose / Elective

Veterinary Science: The Care of Animals

Virtual Tutor Test-Prep PSAT

World Religions: Exploring Diversity

Edgenuity-OdysseyWare (formerly known as

Odysseyware, Glynlyon OdysseyWare)

300 North McKemey Avenue

Chandler, Arizona 85226

Approved SOL Courses

Virginia SOL Course [Provider Course Title]

Algebra I

Algebra II

Chemistry

Chemistry I [Chemistry I (4410) VA]

Earth Science

English Grade 10

English Grade 10 [English II (1140) VA]

English Grade 11

English Grade 11 [English III (1150) VA]

English Grade 12

English Grade 6 [English Grade 6 (1109) VA]

English Grade 7

English Grade 8

English Grade 9

English Grade 9 [English I (1130) VA]

French I

French II

Geometry

Math Grade 6 [Mathematics 600 (3110) VA]

Math Grade 7 [Mathematics 700 (3111) VA]

Math Grade 8 [Mathematics 800 (3112) VA]

Mathematics Grade 7

Mathematics Grade 8

Spanish I

Spanish II

Spanish III

Trigonometry

World Geography

Non-SOL, CTE, or Elective Courses

Advanced Algebra

Agribusiness Systems / Elective

Algebra I Fundamentals

Algebra II Fundamentals

Analytic Geometry

Art History

Banking Services Careers

Business Computer Information Systems / Elective

Business Law / Elective

Careers in Allied Health

Careers in Allied Health / Elective

Careers in Logistics Planning and Management

Services

Careers in Marketing Research

Civil War

Construction Careers

Consumer Math

Coordinate Algebra

Corrections: Policies and Procedures

Counseling and Mental Health Services

Engineering and Design / Elective

Engineering and Product Development / Elective

English I Fundamentals

English II Fundamentals

English III Fundamentals

English IV Fundamentals

Essentials of Communication

Fire and Emergency Services / Elective

Food Products and Processing Systems / Elective

Food Safety and Sanitation

Food Safety and Sanitation / Elective

Fundamentals of Programming and Software

Development / Elective

Geometry Fundamentals

Integrated Math I

Integrated Math II

Integrated Math III

Integrated Physics and Chemistry

Introduction to Agriculture, Food, and Natural

Resources / Elective

Introduction to Careers in Architecture and

Construction / Elective

Introduction to Careers in Arts, A/V Technology, and

Communications / Elective

Introduction to Careers in Education and Training /

Elective

Introduction to Careers in Finance

Introduction to Careers in Finance / Elective

142

Introduction to Careers in Government and Public

Administration

Introduction to Careers in Government and Public

Administration / Elective

Introduction to Careers in Manufacturing / Elective

Introduction to Careers in the Health Sciences /

Elective

Introduction to Careers in Transportation,

Distribution, and Logistics

Introduction to Careers in Transportation,

Distribution, and Logistics / Elective

Introduction to Consumer Services / Elective

Introduction to Human Growth and Development

Introduction to Human Growth and Development /

Elective

Introduction to Human Services / Elective

Introduction to Information Technology Support and

Services / Elective

Introduction to Information Technology Support

Services

Introduction to Law, Public Safety, Corrections, and

Security

Introduction to Law, Public Safety, Corrections, and

Security / Elective

Introduction to Network Systems / Elective

Introduction to STEM

Introduction to STEM / Elective

Law Enforcement Field Services / Elective

Marketing and Sales for Tourism and Hospitality /

Elective

Music Appreciation

National Security Careers

Network System Design / Elective

New Applications: Web Development in the 21st

Century / Elective

Personal Care Services

Physicians, Pharmacists, Dentists, Veterinarians and

Other Doctors

Planning Meetings and Special Events

Power, Structural, and Technical Systems / Elective

Pre-Calculus

Psychology

Public Health: Discovering the Big Picture in Health

Care

Science and Mathematics in the Real World

Scientific Discovery and Development

Scientific Research

Security and Protective Services

Small Business Entrepreneurship

Small Business Entrepreneurship / Elective

Software Development Tools

Software Development Tools / Elective

STEM and Problem Solving

Sustainable Service Management for Hospitality and

Tourism

Sustainable Service Management for Hospitality and

Tourism / Elective

Technology and Business

Technology and Business / Elective

Therapeutics: The Art of Restoring and Maintaining

Wellness

Transportation and Tours for the Traveler

Twentieth Century American History

Vietnam Era

EdOptions Online Academy

500 West Annandale Road

Falls Church, Virginia 22046

Approved SOL Courses

Virginia SOL Course [Provider Course Title]

Algebra 1 [Algebra 1 A/B]

Algebra 2 [Algebra 2 A/B]

Biology [Biology]

Chemistry [Chemistry]

Civics & Economics [Civics/Economics (2 courses)]

Earth Science [Earth Science]

English Grade 10 [English Grade 10]

English Grade 11 [English Grade 11]

English Grade 12 [English Grade 12]

English Grade 6 [English Grade 6]

English Grade 7 [English Grade 7]

English Grade 8 [English Grade 8]

English Grade 9 [English Grade 9]

French I [French 1 A/B]

French II [French 2 A/B]

Geometry [Geometry]

German I [German 1 A/B]

German II [German 2 A/B]

Health Grade 9 [Health Grade 9]

Life Science [Life Science]

Mathematics Grade 6 [Mathematics Grade 6]

Mathematics Grade 7[Mathematics Grade 7]

Mathematics Grade 8 [Pre-Algebra]

Physical Education Grade 10 [Physical Education]

Physical Education Grade 9 [Physical Education]

Physical Science [Physical Science]

Physics [Physics]

Probability & Statistics [Probability & Statistics]

Spanish I [Spanish 1 A/B]

Spanish II [Spanish 2 A/B]

Spanish III [Spanish 3 A/B]

US History to 1865 [Middle School US History]

Virginia & US Government [Virginia & US

Government]

Virginia & US History [US History A/B]

World Geography [World Geography]

World History & Geography 1500-Present [World

History A/B]

World History & Geography to 1500 [World History

Survey A/B]

143

CTE

Accounting [Virginia Accounting]

Construction Technology [Principles of Architecture

and Construction]

VA Computer Applications A/B (36 Weeks)

VA Computer Information Systems A/B (36 Weeks)

Non-SOL, CTE, or Elective Courses

Academic Success

Accuplacer Prep-Math

Accuplacer Prep-Reading

Accuplacer Prep-Sentence Skills

ACT Prep English

ACT Prep Mathematics

ACT Prep Reading

ACT Prep Science Reasoning

ACT WorkKeys - Graphic Literacy - Leveled /

Elective

ACT WorkKeys - Workplace Documents - Leveled /

Elective

ACT WorkKeys-Applied Mathematics-Leveled

ACT WorkKeys-Comprehensive

ACT WorkKeys-Locating Information, Teamwork,

Listening, and Applied Tech-Leveled

ACT WorkKeys-Reading for Information-Leveled

ACT WorkKeys-Writing-Leveled

Advanced Reading Skills

Advanced Writing Skills

African American Studies

American Sign Language 1 A / Elective

American Sign Language 1 B / Elective

Anatomy

Anthropology 1

Anthropology 2

AP Biology

AP Calculus

AP Chemistry

AP Computer Science A

AP French

AP Literature and Composition

AP Spanish

AP US History

Archaeology

Art History & Appreciation

Art in World Cultures

Artificial Intelligence

Astronomy

ASVAB Prep Mathematics

ASVAB Prep Technology & General Science, Part 1

ASVAB Prep Technology & General Science, Part 2

ASVAB Prep Word Knowledge & Paragraph

Comprehension

Basic Reading Skills

Basic Writing Skills

Biotechnology: Unlocking Nature's Secrets

Business English, Semester A

Business English, Semester B

Career Explorations

Careers in Criminal Justice

CASAS Prep Competencies 0-4

CASAS Prep Competencies 5

CASAS Prep Competencies 6

CASAS Prep Competencies 7-8

CASAS Prep Competencies Adult Secondary Writing

Skills

CASAS Prep Competencies Basic Reading Skills

CASAS Prep Competencies Basic Writing Skills

Certified Nurse Aide, Semester A

Certified Nurse Aide, Semester B

CompTIA A+ 220-1001 / Elective

CompTIA A+ 220-1002 / Elective

CompTIA A+ 220-901

CompTIA A+ 220-902

CompTIA Network+ Certification N10-007,

Semester A / Elective

CompTIA Network+ Certification N10-007,

Semester B / Elective

Computer Applications & Technology

Computer Programming IA

Computer Programming IB

Computing for College and Careers A

Computing for College and Careers B

Consumer Mathematics

Contemporary World A

Contemporary World B

Creative Writing

Criminology: Inside the Criminal Mind

Developmental Math 1 - Pre-Algebra

Developmental Math 2 - Beginning Algebra

Developmental Math 3 - Intermediate Algebra

Developmental Math 4 - Advanced Algebra

Digital Photography 1

Digital Photography 2

Drugs & Alcohol (9-12)

Environmental Science A/B

Essential Career Skills

Exercise Science (10-12)

Family & Consumer Science

Family Living and Healthy Relationships

Financial Algebra, Semester A

Financial Algebra, Semester B

First Aid & Safety (10-12)

Fitness Basics 1 (MS)

Fitness Basics 2 (MS)

Fitness Fundamentals 1

Fitness Fundamentals 2

Flexibility Training (9-12)

Food Handler and Food Manager Certifications /

Elective

Forensic Science 2: More Secrets of the Dead

Forensic Science I: Secrets of the Dead

144

Foundations of Green Energy, Semester A / Elective

Foundations of Green Energy, Semester B / Elective

Game Development

GED Prep Mathematics

GED Prep Reading Language Arts

GED Science

GED Social Studies

Gothic Literature

Gothic Literature: Monster Stories

Great Minds in Science: Ideas for a New Generation

Group Sports

Health Science 1 A

Health Science 1 B

Health Science 2 A

Health Science 2 B

HESI Prep

HiSET Prep Language Arts-Reading, Part 1

HiSET Prep Language Arts-Reading, Part 2

HiSET Prep Language Arts-Writing, Part 1

HiSET Prep Language Arts-Writing, Part 2

HiSET Prep Mathematics, Part 1

HiSET Prep Mathematics, Part 2

HiSET Prep Science, Part 1

HiSET Prep Science, Part 2

HiSET Prep Social Studies, Part 1

HiSET Prep Social Studies, Part 2

History of the Holocaust

Holocaust Studies

HOPE

Hospitality & Tourism: Traveling the Globe

Human Geography

Integrated Math 1

Integrated Math 2

Integrated Math 3

Integrated Physics & Chemistry

International Business

Intro to Coaching (10-12)

Intro to Group Sports 1 (MS)

Intro to Group Sports 2 (MS)

Intro to Individual Sports 1 (MS)

Intro to Individual Sports 2 (MS)

Intro to Nursing 1

Intro to Nursing 2

Introduction to Android Mobile App Development

Introduction to Anthropology

Introduction to Archaeology

Introduction to Astronomy

Introduction to Criminology

Introduction to Cybersecurity

Introduction to Finance

Introduction to Forensic Science

Introduction to iOS Mobile App Development

Introduction to Marine Biology

Introduction to Military Careers

Introduction to Philosophy

Introduction to Social Media

Introduction to Social Media: Our Connected World

Introduction to Veterinary Science

Introduction to Visual Arts

Introduction to World Religions

Law & Order: Introduction to Legal Studies

Life Skills (7-10)

Lifetime & Leisure Sports (9-12)

Medical Terminology

Middle School Career Explorations

Middle School Health

Middle School Journalism

Middle School Photography: Drawing with Light

Middle School World History A/B

Music Appreciation

Music Appreciation: The Enjoyment of Listening

Mythology and Folklore

Native American Studies: Contemporary

Perspectives

Native American Studies: Historical Perspectives

Nutrition & Wellness

Nutrition (9-12)

Outdoor Sports

Peer Counseling

Personal Finance

Personal Health & Fitness

Personal Psychology I: The Road to Self-Discovery

Personal Psychology II: Living in a Complex World

Personal Training Career Prep (10-12)

Personal Training Concepts (9-12)

Philosophy: The Big Picture

Physiology

Praxis Prep-Core Academic Skills: Mathematics, Part

1

Praxis Prep-Core Academic Skills: Mathematics, Part

2

Praxis Prep-Core Academic Skills: Reading, Part 1

Praxis Prep-Core Academic Skills: Reading, Part 2

Praxis Prep-Core Academic Skills: Writing, Part 1

Praxis Prep-Core Academic Skills: Writing, Part 2

Precalculus

Principles of Agriculture, Food, & Natural Resources

Principles of Education and Training A/B

Principles of Government and Public Administration

A/B

Principles of Health Science A

Principles of Health Science B

Principles of Human Services A/B

Principles of Law, Public Safety, Corrections and

Security A/B

Principles of Marketing, Advertising, & Sales A/B

Principles of Public Service: To Serve & Protect

Principles of Transportation, Distribution, and

Logistics A/B

Professional Communications

Psychology

Public Speaking

145

Real World Parenting

Revolutionary Ideas in Science

Robotics IA

Robotics IB

Running (9-12)

SAT Prep: Mathematics

SAT Prep: Reading

SAT Prep: Writing and Language

Social Issues

Social Problems I: A World in Crisis

Social Problems II: Crisis, Conflicts & Challenges

Sociology

Sociology I: The Study of Human Relationships

Sociology II: Your Social Life

Sports Officiating (9-12)

Strength Training (10-12)

Structure of Writing

TABE Prep Language Level A

TABE Prep Language Level D

TABE Prep Language Level E

TABE Prep Language Level L

TABE Prep Language Level M

TABE Prep Mathematics Level A, Part 1

TABE Prep Mathematics Level A, Part 2

TABE Prep Mathematics Level D

TABE Prep Mathematics Level E

TABE Prep Mathematics Level L

TABE Prep Mathematics Level M

TABE Prep Reading Level A

TABE Prep Reading Level D

TABE Prep Reading Level E

TABE Prep Reading Level L

TABE Prep Reading Level M

TASC Prep-Language Arts- Reading Part 1

TASC Prep-Language Arts- Reading Part 2

TASC Prep-Language Arts- Writing Part 1

TASC Prep-Language Arts- Writing Part 2

TASC Prep-Mathematics Part 1

TASC Prep-Mathematics Part 2

TASC Prep-Science Part 1

TASC Prep-Science Part 2

TASC Prep-Social Studies Part 1

TASC Prep-Social Studies Part 2

TEAS Prep-Test of Essential Academic Skills:

English

TEAS Prep-Test of Essential Academic Skills: Math

TEAS Prep-Test of Essential Academic Skills:

Reading

TEAS Prep-Test of Essential Academic Skills:

Science

Theatre, Cinema, & Film Production

Walking Fitness (9-12)

Web Technologies

Women's Studies

World Religions: Exploring Diversity

Edison Learning, Inc.

485 Lexington Avenue

New York, New York 10017

Approved SOL Courses

Virginia SOL Course [Provider Course Title]

Algebra I [Algebra I]

Algebra II [Algebra II]

Algebra, Functions, and Data Analysis / Mathematics

Biology [Biology]

Chemistry [Chemistry]

Earth Science (MS) / Science

Earth Science [Earth Science]

Economics and Personal Finance / Mathematics

English Grade 10 [World Literature II]

English Grade 11 [American Literature ]

English Grade 12 [British Literature ]

English Grade 9 [World Literature I]

Geometry [Geometry]

Life Science (MS) / Science

Mathematics - 6th Grade / Mathematics

Mathematics - 7th Grade / Mathematics

Mathematics - 8th Grade / Mathematics

Physical Education (MS) / Health and PE

Physical Education 1 (HS) / Health and PE

Physical Education 2 (HS) / Health and PE

Physical Science (MS) / Science

Physics [Competency Based] / Science

Spanish 1 / World Language

Spanish 2 / World Language

Virginia and US Government / History and Social

Science

Virginia and US History / History and Social Science

World Geography [World Geography]

World History 1500-Present [World History II]

Non-SOL, CTE, or Elective Courses

Anatomy and Physiology

Astronomy

Biotechnology

Calculus

Computer Engineering

Electrical Engineering

Environmental Science

Epidemiology

Fitness

Forensics

General Math

Genetics

Health

HTML

Internet Safety

Intro to Office Applications

Introduction to Technological

Sciences

JAVA

146

Life Science

Life Skills

Macroeconomics

Mechanical Engineering

Microeconomics

MS Art History and Appreciation

MS Health and Fitness

MS Music Theory and

Appreciation

MS Problem Solving

Music Theory

Natural Disasters

Physical Science

Pre-Algebra

Pre-Calculus

Psychology

Science of Computing

Sociology

Sports Science

Statistics

Superstars of Science

Trigonometry

Florida Virtual School

2145 Metrocenter Boulevard, Suite 200

Orlando, Florida 32835

Approved SOL Courses

Virginia SOL Course [Provider Course Title]

Algebra I

Algebra II

Biology [Biology/Biology Honors]

Chemistry [Chemistry/Chemistry Honors]

Chinese I [Chinese I Grades 9-12]

Chinese II [Chinese II Grades 9-12]

Earth Science [Earth Space Science]

English Grade 10 [English II]

English Grade 11 [English III]

English Grade 12 [English IV]

English Grade 6 [Middle School Language Arts 1]

English Grade 9 [English I]

French I

French II

Geometry [Geometry/Geometry Honors]

Health Grade 9 [Health and PE Grade 9]

Math 6 [Middle School Mathematics I]

Math 7 [Middle School Mathematics I]

Physics [Physics/Physics Honors]

Science Grade 2 [Science (grade 2)] / Science

Science Grade 6 [Comprehensive MS Science I]

Spanish I [Spanish I Grades 9-12]

US & World Government [American

Government/American Government Honors]

US & World History [American History/American

History Honors]

Virginia and US History [US History]

World History and Geography 1500 to Present

[World History]

Non-SOL, CTE, or Elective Courses

(MJ=Middle School; LRC=Learning Recovery

Course)

Advance Algebra w/Financial Application

Algebra I (LRC)

Algebra II (LRC)

Algebra Readiness

American Government (LRC)

American History (LRC)

AP Art History

AP Biology

AP Calculus AB

AP Calculus BC

AP Computer Science A

AP English Comp

AP English Language and Composition

AP English Lit

AP English Literature and Composition

AP Environmental Science

AP Macroeconomics

AP Microeconomics

AP Psychology

AP Statistics

AP United States Government and Politics

Biology (LRC)

Calculus

Chemistry (LRC)

Chinese I

Chinese II

Chinese III

Computer Programming I

Computing for College and Careers

Critical Thinking 6/7

Earth Space Science

Earth Space Science (LRC)

Economics (LRC)

Economics With Financial Literacy

Elementary Art Grade 1 / Elective

Elementary Art Grade 2 / Elective

Elementary Art Grade 3 / Elective

Elementary Art Grade 4 / Elective

Elementary Art Grade 5 / Elective

Elementary Art Grade K / Elective

Elementary PE Grade 1 / Elective

Elementary PE Grade 2 / Elective

Elementary PE Grade 3 / Elective

Elementary PE Grade 4 / Elective

Elementary PE Grade 5 / Elective

Elementary PE Grade K / Elective

Elementary Spanish Grade 1 v17 / Elective

Elementary Spanish Grade 2 v17 / Elective

Elementary Spanish Grade 3 v17 / Elective

Elementary Spanish Grade 4 v17 / Elective

147

Elementary Spanish Grade 5 v17 / Elective

Elementary Spanish Grade K v17 / Elective

English I (LRC)

English II (LRC)

English III (LRC)

English IV (LRC)

Fitness Grade 6

Fitness Lifestyle Design

Forensic Science

Geometry (LRC)

Global Studies

HOPE

Journalism

Law Studies

Leadership Skills Development

Liberal Arts Mathematics

Life Management Skills

Marine Science

Middle School Business Keyboarding

Middle School Career Research and Decision

Making

Middle School Civics]

Middle School Comprehensive Science I

Middle School Spanish I

Middle School U.S. History

MJ Comprehensive PE Grades 6/7

MJ Comprehensive PE Grades 7/8

MJ Comprehensive Science 2

MJ Comprehensive Science 3

MJ Critical Thinking- Problem Solving- Learning

Strategies

MJ Fitness Grade 6

MJ Keyboarding

MJ Language Arts 2

MJ Language Arts 3

MJ Mathematics 1 (LRC)

MJ Mathematics 2 (LRC)

MJ Mathematics 3 (LRC)

MJ Reading 1

MJ Spanish 1

MJ Spanish 2

MJ Spanish 2 v9

MJ U.S. History

Personal Fitness

Personal Fitness- Adaptive IEP or 504 Plan

Physical Science (LRC)

Physics (LRC)

Pre-Calculus

Psychology I

Reading 6/7/8

Reading for College Success

Social Media I

Thinking and Learning Strategies

Web Design I

World History (LRC)

Founders Education

1105 Taylorsville Road

Washington Crossing, Pennsylvania 18977

Approved SOL Courses

Virginia SOL Course [Provider Course Title]

Algebra I

Algebra II

Algebra II and Trigonometry

Biology

Chemistry

Earth Science

French I

Geometry

Health Education 9

Health Education 10

Language Arts 9

Language Arts 10

Language Arts 11

Language Arts 12

PE 9

PE 10

Physics

Spanish I

Spanish III

Spanish III

Trigonometry

Virginia and US Government

Virginia and US History

World History and Geography to 1500

World History and Geography 1500 - Present

CTE Courses:

Economics and Personal Finance

Fuel Education

2300 Corporate Park Drive

Herndon, Virginia 20171

Approved SOL Courses

Virginia SOL Course [Provider Course Title]

9-12 General Music [Music Appreciation 9-12]

Algebra 1 [MTH128/9: Algebra 1 VA]

Algebra 2 [MTH308/9: Algebra 2 VA]

Algebra, Functions & Data Analysis [MTH310

Summit ALG, Functions, & Data Analysis VA]

Arts I: Arts Foundation [Art Appreciation]

Biology [202 Biology]

Chemistry [302 Chemistry/CR]

Chinese I [Competency Middle School Chinese 1 and

2]

Chinese I [Fluency High School Chinese I]

Chinese I [High School Competency Chinese I]

Chinese II [Fluency High School Chinese II]

Chinese II [High School Competency Chinese II]

148

Civics and Economics [Intermediate Civics and

Economics]

Earth Science [112 Earth Science]

Earth Science [SCI06 MS Earth Science]

English Grade 1 [Summit ELA Green VA]

English Grade 10 [ENG208/9 Summit English 10

VA]

English Grade 11 [ENG303/4 American Literature

VA]

English Grade 12 [ENG403/4 British and World

Literature VA]

English Grade 2 [Summit ELA Orange VA]

English Grade 3 [Summit ELA Purple VA]

English Grade 4 [ELA 4 Summit VA]

English Grade 5 [ELA 5 Summit VA]

English Grade 6 [ENG06 Grade 6 Language Arts

VA]

English Grade 7 [ENG07 Grade 7 Language Arts

VA]

English Grade 8 [ENG08 Grade 8 Language Arts

VA]

English Grade 9 [ENG108/9 Summit English 9 VA]

English Grade K [Summit ELA Blue VA]

EPF (HST413 Economics and Personal Finance VA)

French I [Competency Middle School French 1 and

2]

French I [Fluency High School French I]

French I [High School Competency French I]

French II [Fluency High School French II]

French II [High School Competency French II]

French III [High School Competency French III]

Geometry [MTH208/9: Geometry VA]

German I [High School Competency German I]

German I [Middle School Competency German 1 &

2]

German II [High School Competency German II]

Health Grade 1 [Physical Education (K-2)]Â

Health Grade 10 [OTH011 Summit Personal Health]

Health Grade 2 [Physical Education (K-2)]Â

Health Grade 3

Health Grade 4

Health Grade 5

Health Grade 6

Health Grade 7 [HLT07 Summit Health 7 VA]

Health Grade 8 [HLT08 Summit Health 8 VA]

Health Grade 9 [OTH010: Skills for Health VA]

Health Grade K [Physical Education (K-2)]Â

History Grade 1 [Social Studies 1 VA]

History Grade 2 [Social Studies 2 VA]

History Grade 3 [Social Studies 3 VA]

History Grade 4 [Virginia Studies 4]

History Kindergarten [Social Studies K VA]

Latin I [Competency Middle School Latin 1 & 2]

Latin I [High School Competency Latin I]

Latin II [High School Competency Latin II]

Life Science [SCI07 MS Life Science]

Math Analysis [MTH403: Math Analysis VA]

Math Grade 6 [MTH06 Summit Math 6 VA]

Math Grade 7 [MTH07 Summit Math 7 VA]

Math Grade 8 [MTH08 Summit Math 8 VA]

Mathematics Grade 1 [Math Plus Green]

Mathematics Grade 2 [Math Plus Orange]

Mathematics Grade 3 [Math+ Purple Summit VA]

Mathematics Grade 4 [Math 4 Summit VA]

Mathematics Grade 5 [Math 5 Summit VA]

Mathematics Grade K [Math Plus Blue]

Music Grade 1 [Spotlight on Music 01]

Music Grade 2 [Spotlight on Music 02]

Music Grade 3 [Spotlight on Music 03]

Music Grade 4 [Spotlight on Music 04]

Music Grade 5 [Spotlight on Music 05]

Music Grade K [Spotlight on Music 0K]

Physical Education 6

Physical Education 7 [OTH07 Summit Physical

Education 7 VA]

Physical Education Grade 1 [Physical Education (K-

2)]

Physical Education Grade 10 [OTH022 Summit

Personal Fitness II]

Physical Education Grade 2 [Physical Education (K-

2)]

Physical Education Grade 3 [PE3]

Physical Education Grade 4 [PE4]

Physical Education Grade 5 [PE5]

Physical Education Grade 8 [Physical Education

OTH08]

Physical Education Grade 9 [OTH021 Summit

Personal Fitness I]

Physical Education Grade K [Physical Education (K-

2)]

Physical Science [SCI08 MS Physical Science]

Physics [403 Physics ]

Science Grade 1 [Science 1]

Science Grade 2 [Science 2]

Science Grade 3 [Science 3]

Science Grade 4 [Science 4]

Science Grade 5 [Science 5]

Science Kindergarten [Science K]

Spanish I [Competency Middle School Spanish 1 &

2]

Spanish I [Fluency High School Spanish I]

Spanish I [High School Competency Spanish I]

Spanish II [Fluency High School Spanish II]

Spanish II [High School Competency Spanish II]

Spanish III [High School Competency Spanish III]

United States History 1865 to Present [MS American

History Since 1865]

United States History to 1865 [American History A]

Virginia & US Government [HST403 US

Government and Politics VA]

Virginia & US History [HST303/4 US History]

Visual Arts Grade 1 [Art 1]

149

Visual Arts Grade 2 [Art 2]

Visual Arts Grade 3 [Art 3]

Visual Arts Grade 4 [Art 4]

Visual Arts Grade 5 [Intermediate Art: American A]

Visual Arts Grade 6 [Intermediate Art: American B]

Visual Arts Grade 7 [Intermediate Art: World A]

Visual Arts Grade 8 [Intermediate Art: World B]

Visual Arts Kindergarten [Art K]

World Geography [Intermediate Global Studies]

World History and Geography 1500 to Present

[Modern World Studies VA]

World History and Geography to 1500 [HST103/4

World History]

Non-SOL, CTE, or Elective Courses

AP Art History

AP Biology

AP Calculus AB

AP English Language

AP English Literature

AP Environmental Science

AP French Language and Culture

AP Psychology

AP Spanish Language and Culture

AP Statistics

AP US Government and Politics

AP U.S. History

AP World History

Anthropology

Archaeology

Computer Science TCH036

Contemporary World Issues

Creative Writing

Criminology

ENG010 Journalism

Environmental Science

Forensic Science

HST040-AVT Civics

HST313 Modern U.S. History

Psychology

Public Speaking

Sociology 1

Sociology 2

Web Design TCH040

CTE Electives

AP Macroeconomics (CTE Course)

AP Microeconomics (CTE Course)

Engineering Explorations I (OTH223-CEN

Engineering Explorations I VA)

Principles of Business and Marketing (BUS024-CEN

Principles of Business and Marketing VA)

Computer Network Software Operations (TCH541-

CEN Computer Network Software Ops VA)

K12 Inc.

2300 Corporate Park

Herndon, Virginia 20171

Approved SOL Courses

Virginia SOL Course [Provider Course Title]

6-8 General Music [Music Appreciation 6-8]

9-12 General Music [Music Appreciation 9-12]

Algebra 1 [MTH128/9: Algebra 1 VA]

Algebra 2 [MTH308/9: Algebra 2 VA]

Algebra, Functions & Data Analysis [MTH310

Summit ALG, Functions, & Data Analysis VA]

Arts I: Arts Foundation [Art Appreciation]

Biology [202 Biology]

Chemistry [302 Chemistry/CR]

Chinese I [Competency Middle School Chinese 1 and

2]

Chinese I [Fluency High School Chinese I]

Chinese I [High School Competency Chinese I]

Chinese II [Fluency High School Chinese II]

Chinese II [High School Competency Chinese II]

Civics and Economics [Intermediate Civics and

Economics]

Earth Science [112 Earth Science]

Earth Science [SCI06 MS Earth Science]

English Grade 1 [Summit ELA Green VA]

English Grade 10 [ENG208/9 Summit English 10

VA]

English Grade 11 [ENG303/4 American Literature

VA]

English Grade 12 [ENG403/4 British and World

Literature VA]

English Grade 2 [Summit ELA Orange VA]

English Grade 3 [Summit ELA Purple VA]

English Grade 4 [ELA 4 Summit VA]

English Grade 5 [ELA 5 Summit VA]

English Grade 6 [ENG06 Grade 6 Language Arts

VA]

English Grade 7 [ENG07 Grade 7 Language Arts

VA]

English Grade 8 [ENG08 Grade 8 Language Arts

VA]

English Grade 9 [ENG108/9 Summit English 9 VA]

English Grade K [Summit ELA Blue VA]

EPF (HST413 Economics and Personal Finance VA)

French I [Competency Middle School French 1 and

2]

French I [Fluency High School French I]

French I [High School Competency French I]

French II [Fluency High School French II]

French II [High School Competency French II]

French III [High School Competency French III]

Geometry [MTH208/9: Geometry VA]

German I [High School Competency German I]

German I [Middle School Competency German 1 &

2]

150

German II [High School Competency German II]

Health Grade 1 [Physical Education (K-2)]

Health Grade 10 [OTH011 Summit Personal Health]

Health Grade 2 [Physical Education (K-2)]

Health Grade 3

Health Grade 4

Health Grade 5

Health Grade 6

Health Grade 7 [HLT07 Summit Health 7 VA]

Health Grade 8 [HLT08 Summit Health 8 VA]

Health Grade 9 [OTH010: Skills for Health VA]

Health Grade K [Physical Education (K-2)]

History Grade 1 [Social Studies 1 VA]

History Grade 2 [Social Studies 2 VA]

History Grade 3 [Social Studies 3 VA]

History Grade 4 [Virginia Studies 4]

History Kindergarten [Social Studies K VA]

Latin I [Competency Middle School Latin 1 & 2]

Latin I [High School Competency Latin I]

Latin II [High School Competency Latin II]

Life Science [SCI07 MS Life Science]

Math Analysis [MTH403: Math Analysis VA]

Math Grade 6 [MTH06 Summit Math 6 VA]

Math Grade 7 [MTH07 Summit Math 7 VA]

Math Grade 8 [MTH08 Summit Math 8 VA]

Mathematics Grade 1 [Math Plus Green]

Mathematics Grade 2 [Math Plus Orange]

Mathematics Grade 3 [Math+ Purple Summit VA]

Mathematics Grade 4 [Math 4 Summit VA]

Mathematics Grade 5 [Math 5 Summit VA]

Mathematics Grade K [Math Plus Blue]

Music Grade 1 [Spotlight on Music 01]

Music Grade 2 [Spotlight on Music 02]

Music Grade 3 [Spotlight on Music 03]

Music Grade 4 [Spotlight on Music 04]

Music Grade 5 [Spotlight on Music 05]

Music Grade K [Spotlight on Music 0K]

Physical Education 6

Physical Education 7 [OTH07 Summit Physical

Education 7 VA]

Physical Education Grade 1 [Physical Education (K-

2)]

Physical Education Grade 10 [OTH022 Summit

Personal Fitness II]

Physical Education Grade 2 [Physical Education (K-

2)]

Physical Education Grade 3 [PE3]

Physical Education Grade 4 [PE4]

Physical Education Grade 5 [PE5]

Physical Education Grade 8 [Physical Education

OTH08]

Physical Education Grade 9 [OTH021 Summit

Personal Fitness I]

Physical Education Grade K [Physical Education (K-

2)]

Physical Science [SCI08 MS Physical Science]

Physics [403 Physics ]

Science Grade 1 [Science 1]

Science Grade 2 [Science 2]

Science Grade 3 [Science 3]

Science Grade 4 [Science 4]

Science Grade 5 [Science 5]

Science Kindergarten [Science K]

Spanish I [Competency Middle School Spanish 1 &

2]

Spanish I [Fluency High School Spanish I]

Spanish I [High School Competency Spanish I]

Spanish II [Fluency High School Spanish II]

Spanish II [High School Competency Spanish II]

Spanish III [High School Competency Spanish III]

United States History 1865 to Present [MS American

History Since 1865]

United States History to 1865 [American History A]

Virginia & US Government [HST403 US

Government and Politics VA]

Virginia & US History [HST303/4 US History]

Visual Arts Grade 1 [Art 1]

Visual Arts Grade 2 [Art 2]

Visual Arts Grade 3 [Art 3]

Visual Arts Grade 4 [Art 4]

Visual Arts Grade 5 [Intermediate Art: American A]

Visual Arts Grade 6 [Intermediate Art: American B]

Visual Arts Grade 7 [Intermediate Art: World A]

Visual Arts Grade 8 [Intermediate Art: World B]

Visual Arts Kindergarten [Art K]

World Geography [HST090 Summit World

Geography VA]

World History and Geography 1500 to Present

[Modern World Studies VA]

World History and Geography to 1500 [HST103/4

World History]

Non-SOL, CTE, or Elective Courses

AP Art History

AP Biology

AP Calculus AB

AP Calculus BC

AP Computer Science Principles

AP English Language

AP English Literature

AP Environmental Science

AP French Language and Culture

AP Psychology

AP Spanish Language and Culture

AP Statistics

AP US Government and Politics

AP U.S. History

AP World History

Anthropology

Archaeology

Computer Science TCH036

Contemporary World Issues

151

Creative Writing

Criminology

ENG010 Journalism

Environmental Science

Forensic Science

Game Design

HST040-AVT Civics

HST313 Modern U.S. History

Pre-Calculus

Psychology

Public Speaking

Social Problems 1

Social Problems 2

Sociology 1

Sociology 2

Web Design TCH040

CTE Electives

AP Macroeconomics (CTE Course)

AP Microeconomics (CTE Course)

Engineering Explorations I (OTH223-CEN

Engineering Explorations I VA)

Principles of Business and Marketing (BUS024-CEN

Principles of Business and Marketing VA)

Computer Network Software Operations (TCH541-

CEN Computer Network Software Ops VA)

Longwood University Extended

Ruffner 140

201 High Street

Farmville, Virginia 23909

No approved courses at this time

Middleton Academy

3460 Commission Court, Suite 200

Woodbridge, Virginia 22192

Middleton Academy is approved to offer the

following Apex Learning curriculum of virtual

courses approved by the Department of Education

(DOE). The Apex Learning courses may not be

modified or edited without the submission of these

courses to the DOE during a multidivision online

provider application period.

Virginia SOL Course [Provider Course Title]

Algebra 1 [Algebra 1 (Core/Honors)]

Algebra 2 [Algebra 2 (Core/Honors)]

Algebra, Functions, and Data Analysis [VA Algebra,

Functions, and Data Analysis]

Biology [Biology (Core/Honors)]

Biology [Biology II - Virginia Ecology]

Chemistry [Chemistry (Core/Honors)]

Civics & Economics [US and Global Economics

(Honors)]

Earth Science [Earth Science (Core/Honors)]

Economics and Personal Finance [Virginia

Economics and Personal Finance]

English 10

English 10 [English 10 (Core/Honors)]

English 10 [English 10 Honors]

English 11

English 11 [English 11 (Core/Honors)]

English 11 [English 11 Honors]

English 12

English 12 [English 12 (Core/Honors)]

English 12 [English 12 Honors]

English 9

English 9 [English 9 (Core/Honors)]

English 9 [English 9 Honors]

English Grade 4 [English Foundations I (Foundation)

Grade 04]

English Grade 5 [English Foundations I (Foundation)

Grade 05]

English Grade 6 [English Foundations I (Foundation)

Grade 06]

English Grade 7 [English Foundations II

(Foundation) Grade 07]

English Grade 8 [English Foundations II

(Foundation) Grade 08]

English Grade 9 [English Foundations II

(Foundation) Grade 09]

French I [French I (Core/Honors)]

French II [French II (Core/Honors)]

Geometry [Geometry (Core/Honors)]

Health Grades 9 and 10

Mathematical Analysis [Pre-calculus (Core/Honors)]

Physical Education Grades 9 and 10

Physical Science [Physical Science (Core/Honors)]

Physics [Physics (Core/Honors)]

Probability & Statistics [Probability & Statistics]

Spanish I [Spanish 1 (Core/Honors)]

Spanish II [Spanish II (Core/Honors)]

Spanish III [Spanish III]

United States History: 1865 to the Present [US

History since the Civil War]

Virginia & U.S. History [US History (Core)]

Virginia and US Government [US Government and

Politics]

World Geography [Geography and World Cultures]

World History & Geography to 1500 [World History

to the Renaissance]

World History and Geography 1500 - Present

[Modern World History from 1450]

CTE

Business Law [Legal Environment of Business]

Non-SOL, CTE, or Elective Courses

152

AP Biology

AP Calculus AB

AP Chemistry

AP English Language and Composition

AP English Literature and Composition

AP Environmental Science

AP Macroeconomics

AP Microeconomics

AP Psychology

AP Spanish Language

AP Statistics

AP U.S. Government and Politics

AP U.S. History

Art Appreciation

Creative Writing

Financial Literacy

Liberal Arts Math

Media Literacy

Multicultural Studies

Music Appreciation

Psychology

Reading Skills and Strategies

Sociology

Writing Skills and Strategies

My Virtual Academy

18901 15 Mile Road,

Clinton Township, MI 48035

My Virtual Academy is approved to offer the

following Edmentum (owned by EdOptions Online

Academy) courses that have been approved by the

Department of Education (DOE). The Edmentum

courses may not be modified or edited without the

submission of these courses to the DOE during a

multidivision online provider application period.

SOL Course [Provider Course Name]

Algebra 1 [Algebra 1 A]

Algebra 1 [Algebra 1 B]

Algebra 2 [Algebra 2 A]

Algebra 2 [Algebra 2 B]

Biology [Biology A]

Biology [Biology B]

Chemistry [Chemistry A]

Chemistry [Chemistry B]

English Grade 10 [English 10 A]

English Grade 10 [English 10 B]

English Grade 11 [English 11 A]

English Grade 11 [English 11 B]

English Grade 12 [English 12 A]

English Grade 12 [English 12 B]

English Grade 9 [English 9 A]

English Grade 9 [English 9 B]

French I [French 1 A]

French I [French 1 B]

French II [French 2 A]

French II [French 2 B]

Geometry [Geometry A]

Geometry [Geometry B]

Health Grade 9 [Health]

Life Science [Life Science A]

Life Science [Life Science B]

Health and Physical Education Level I [Physical

Education]

Physical Science [Physical Science A]

Physical Science [Physical Science B]

Physics [Physics A]

Physics [Physics B]

Probability & Statistics [Probability and Statistics]

Spanish I [Spanish 1 A]

Spanish I [Spanish 1 B ]

Spanish II [Spanish 2 A]

Spanish II [Spanish 2 B ]

US History to 1865 [U.S. History A]

US History to 1865 [U.S. History B]

Virginia & US Government [US Government]

World History and Geography I [World History A]

World History and Geography II [World History B]

Virginia Non-SOL/Elective Courses

Advanced Computer Science

Applied Medical Terminology A

Applied Medical Terminology B

Art History and Appreciation

Artificial Intelligence

Audio Video Production A

Audio Video Production B

Business Information Management A

Business Information Management B

Child Development and Parenting A

Child Development and Parenting B

Computer Programming A

Computer Programming B

Consumer Mathematics

Creative Writing

Digital and Interactive Media A

Digital and Interactive Media B

Drafting and Design A

Drafting and Design B

Earth Space Science A

Earth Space Science B

Economics

Education and Training A

Education and Training B

Entrepreneurship A

Entrepreneurship B

Environmental Science A

Environmental Science B

Game Development

Gothic Literature

Government, Law, and Public Safety A

Government, Law, and Public Safety B

153

Graphic Design and Illustration A

Graphic Design and Illustration B

Health Science 1 A

Health Science 1 B

Health Science 2 A

Health Science 2 B

Integrated Physics and Chemistry A

Integrated Physics and Chemistry B

Introduction to Android Mobile App Development

Introduction to Anthropology

Introduction to Archaeology

Introduction to Astronomy

Introduction to Criminology

Introduction to Culinary Art

Introduction to Cyber Security

Introduction to Fashion Design

Introduction to Finance

Introduction to Forensic Science

Introduction to iOS Mobile App Development

Introduction to Marine Biology

Introduction to Military Careers

Introduction to Philosophy

Introduction to Photography A

Introduction to Photography B

Introduction to Social Media

Introduction to Visual Arts

Introduction to World Religions

Music Appreciation

Mythology and Folklore

Nutrition and Wellness

Personal Finance

Pre-Algebra A

Pre-Algebra B

Pre-Calculus A

Pre-Calculus B

Principles of Agriculture, Food, and Natural

Resources A

Principles of Agriculture, Food, and Natural

Resources B

Principles of Arts, A/V Technology, and

Communications A

Principles of Arts, A/V Technology, and

Communications B

Principles of Engineering and Technology A

Principles of Engineering and Technology B

Principles of Hospitality and Tourism A

Principles of Hospitality and Tourism B

Principles of Human Services A

Principles of Human Services B

Principles of Manufacturing A

Principles of Manufacturing B

Principles of Transportation, Distribution, and

Logistics A

Principles of Transportation, Distribution, and

Logistics B

Professional Communications

Psychology

Revolutionary Ideas in Science

Robotics A

Robotics B

Sociology

Sports and Entertainment Marketing

Theatre, Cinema, and Film Production

Web Technologies

Women’s Studies

Nextide Academy

221 North 21st Street

Purcellville, Virginia 20132

Nextide Academy is approved to offer the following

Edmentum (owned by Ed Options Online Academy)

courses that have been approved by the Department

of Education (DOE). The Edmentum courses may not

be modified or edited without the submission of these

courses to the DOE during a multidivision online

provider application period.

Virginia SOL Course [Provider Course Title]

Approved SOL Courses [Provider Course Title]

Algebra 1

Algebra 2

Biology

Chemistry

Civics and Economics [Civics]

Earth & Space Science

English 6

English 7

English 8

English 9

English 10

English 11

English 12

French 1

French 2

Geometry

German 1

German 2

Health

Life Science

Math 6

Math 7

Math 8

Physical Education

Physical Science

Physics

Spanish 1

Spanish 2

Spanish 3

World Geography

Virginia & US Government

US History

154

World History

Non-SOL, CTE, or Elective Courses

Academic Success

Pearson Education (formerly known as

Connections Education, LLC and Connections

Academy, LLC)

1001 Fleet Street, 5th Floor

Baltimore, Maryland 21202

Approved SOL Courses

Virginia SOL Course [Provider Course Title]

Algebra I

Algebra I [Algebra I Foundations]

Algebra I [Algebra I Honors]

Algebra II

Algebra II [Algebra II Foundations]

Algebra II [Algebra II Honors]

Biology

Chemistry

Chinese I A

Chinese I B

Chinese II A

Chinese II B

Driver’s Education

Earth Science

Economics and Personal Finance

English Kindergarten [Language Arts K]

English Grade 1 [Language Arts 1]

English Grade 2 [Language Arts 2]

English Grade 3 [Language Arts 3]

English Grade 4 [Language Arts 4]

English Grade 5 [Language Arts 5]

English Grade 6 [Language Arts 6]

English Grade 7 [Language Arts 7]

English Grade 8 [Language Arts 8]

English Grade 9

English Grade 10

English Grade 11

English Grade 12

French I

French II

Geometry

Geometry [Geometry Foundations]

Geometry [Geometry Honors]

Health Grade 6

Health Grade 7

Health Grade 8

Health Grade 9 [Health, Fitness & Nutrition]

Health Grade 10 [Personal Fitness]

History Grade K [Social Studies K]

History Grade 1 [Social Studies 1]

History Grade 2 [Social Studies 2]

Japanese I A

Japanese I B

Japanese II A

Japanese II B

Life Science [Science 7]

Mathematics Grade 1 [Math 1]

Mathematics Grade 2 [Math 2]

Mathematics Grade 3 [Math 3]

Mathematics Grade 4 [Math 4]

Mathematics Grade 5 [Math 5]

Mathematics Grade 6 [Math 6]

Mathematics Grade 6 [Math 6 GT]

Mathematics Grade 7 [Math 7]

Mathematics Grade 7 [Math 7 GT]

Mathematics Grade 8 [Algebra Readiness]

Mathematics Kindergarten [Math K]

Music Grade 4 [Music II]

Music Grade 5 [Music III]

Music Grades 6-8 [Music IV]

Music Grades 9-12 [Music Appreciation]

Music Kindergarten [Music I]

Physical Education Grade 1 [Physical Education 1]

Physical Education Grade 2 [Physical Education 2]

Physical Education Grade 6 [Health and Physical

Education 6]

Physical Education Grade 7 [Health and Physical

Education 7]

Physical Education Grade 8 [Health and Physical

Education 8]

Physical Education Grade 9 [Health, Fitness and

Nutrition]

Physical Education Grade 11 [Personal Fitness]

Physical Science [Science 8]

Physical Science [Physical Science Foundations]

Physical Science [Physical Science Honors]

Physics [Physics A/B]

Probability and Statistics [Math-Statistics]

Science Grade 1 [Science 1]

Science Grade 2 [Science 2]

Science Grade 3 [Science 3]

Science Grade 4 [Science 4]

Science Grade 5 [Science 5]

Science Grade 6 [Science 6]

Science Kindergarten [Kindergarten Science]

American Sign Language [Sign Language]

Social Studies 2

Spanish I

Spanish II

Spanish III

Spanish IV

US History 1865 to Present [Social Studies 5 US

History II]

US History to 1865 [Social Studies 5]

US History to 1865 [Social Studies 4 US History I]

Virginia & US Government [American Government]

Virginia & US Government [American Government

Foundations]

155

Virginia & US Government [US Government and

Politics]

Virginia and US Government [Virginia and US

Government]

Virginia & US History [United States History]

Virginia & US History [United States History

Honors]

Virginia & US History [United States History

Foundations]

Virginia and US History [Virginia and US History]

Visual Arts Grade 1 [Art 1]

Visual Arts Grade 2 [Art 2]

Visual Arts Grade 3 [Art 3]

Visual Arts Grade 4 [Art 4]

Visual Arts Grade 5 [Art 5]

Visual Arts Grade 6 [Art 6]

Visual Arts Grade 7 [Art 7]

Visual Arts Grade 8 [Art 8]

Visual Arts Kindergarten [Art K]

World Geography [World Geography and Geography

and Society]

World History and Geography to 1500 [World

History]

World History & Geography to 1500 [World History

Honors]

World History & Geography to 1500 [World History

Foundations]

World History and Geography: 1500 - present [World

History]

Non-SOL, CTE, or Elective Courses

Advanced Algebra w/ Financial App

Anatomy and Physiology

AP Art History

AP Biology

AP Calculus AB

AP Calculus BC

AP Computer Science A

AP English Language and Composition

AP English Literature

AP Environmental Science

AP Macroeconomics

AP Microeconomics

AP Physics B

AP Psychology

AP Spanish Language

AP Statistics

AP US Government

AP US History

AP World History

Art History A/B

Business Communication

Business Math

Business Systems Technology

Calculus

Children's Spanish I

Children's Spanish II

College Prep with ACT

College Prep with SAT

Consumer Math

Consumer Math A

Consumer Math B

Criminal Investigation

Digital Photography

Educational Technology and Online Learning 1

Educational Technology and Online Learning 2

Educational Technology and Online Learning 3

Educational Technology and Online Learning 4

Educational Technology and Online Learning 5

Educational Technology and Online Learning 6

Educational Technology and Online Learning 7

Educational Technology and Online Learning 8

Educational Technology and Online Learning K

Elementary Chinese I

Elementary Chinese II

Elementary Sign Language

Elementary Spanish I

Elementary Spanish II

Emergent Computer Technology

Environmental Science

Environmental Science A

Environmental Science B

Essential Algebra Readiness

Essential Math 3

Essential Math 4

Essential Math 5

Essential Math 6

Essential Math 7

Explorations in Mathematics

Explorations in Mathematics A

Explorations in Mathematics B

Exploratory Spanish

Exploring Music II

Exploring Music III

Game Design

Introduction to Computers and Applications A

Introduction to Computers and Applications B

Intro to Criminal Justice

Intro to Homeland Security

Intro to Psychology

Intro to Sociology

Introduction to Homeland Security

Introductory Astronomy

Journalism A

Journalism B

Keyboarding MS

Keyboarding HS

Life Management Skills

Marine Science

Middle Chinese I

Middle Chinese II

Middle Sign Language

156

Middle Spanish I

Middle Spanish II

Pre-Calculus

Java I

Java II

Psychology A

Psychology B

Research Methods

Sign Language I

Spanish IV

Speech and Debate

Sports Management

Web Design

Proximity Learning, Inc. [formerly known as

Proximity Learning, Inc. (myLanguage360)]

900 South Capital of Texas Highway, Suite 350

Austin, Texas 78746

Approved SOL Courses

American Sign Language I

American Sign Language II

Chinese I

Chinese II

CTE

Foundations of Game Design 1a / 1b / CTE

Non-SOL, CTE, or Elective Courses

Agriscience 1: Introduction / CTE- elective

Agriscience 2: Sustaining Human Life / CTE-

elective

Careers in Criminal Justice / CTE- elective

Cosmetology 1: Cutting Edge Styles / CTE- elective

Cosmetology 3a / 3b / CTE- elective

Culinary Arts 1a / 1b / Elective

Early Childhood Education 1a / 1b / Elective

Entrepreneurship: Starting Your Business / Elective

Health Science Foundations 1a / 1b / Elective

Marketing Foundations 1a / 1b / Elective

Medical Terminology 1a / 1b / Elective

Principles of Business, Marketing, Finance 1a / 1b /

Elective

Principles of Information Technology 1a / 1b /

Elective

Anatomy and Physiology 1a / 1b / Elective

Digital Media Fundamentals 1a / 1b / Elective

Introduction to Programming 1a / 1b / Elective

Middle School Coding 1a / 1b / Elective

American Sign Language 1a / 1b / Elective

American Sign Language 2a / 2b / Elective

Astronomy 1a / 1b / Elective

Biotechnology 1a / 1b / Elective

Personal and Family Finance / Elective

RISE Hybrid Academy

3502 Carlyle Court

Fredericksburg, Virginia 22408

Approved SOL Courses

Virginia SOL Course [Provider Course Title]

Algebra I

Algebra II

English Grade 10 [Language Arts 10]

English Grade 11 [Language Arts 11]

English Grade 12 [Language Arts 12]

English Grade 3 [Language Arts 3]

English Grade 4 [Language Arts 4]

English Grade 5 [Language Arts 5]

English Grade 6 [Language Arts 6]

English Grade 7 [Language Arts 7]

English Grade 8 [Language Arts 8]

English Grade 9 [Language Arts 9]

Geometry

Language Arts First Grade

Language Arts Kindergarten

Language Arts Second Grade

Math First Grade

Math Grade 3 [Mathematics 3]

Math Grade 4 [Mathematics 4]

Math Grade 5 [Mathematics 5]

Math Grade 6 [Mathematics 6]

Math Grade 7 [Mathematics 7]

Math Grade 8 [Mathematics 8]

Math Kindergarten

Math Second Grade

Social Studies 2

Social Studies 3

US I: US History to 1865 [Social Studies 5]

US II: US History 1865 to the Present [SStudies 6]

Virginia Studies [Social Studies 4]

The VHS Collaborative (formerly known as

Virtual High School Global Consortium)

4 Clock Tower, Suite 510

Maynard, Massachusetts 01754

Non-SOL, CTE, or Elective Courses

101 Ways to Write a Short Story

Academic Writing

Am. Popular Music

American Sign Language 1 / Elective

American Sign Language 2 / Elective

American Sign Language 3 / Elective

Anatomy & Physiology

Animal Behavior & Zoology

AP Art History

AP Biology

AP Calculus AB

AP Calculus BC

AP Chemistry

AP Computer Science A

157

AP Computer Science Principles / Elective

AP Economics

AP Eng. Lang. & Comp.

AP Eng. Lit. & Comp.

AP Environmental Sci.

AP European Hist.

AP French Language and Culture

AP Government & Politics: U.S.

AP Human Geography

AP Latin / Elective

AP Music Theory

AP Physics 1

AP Physics C

AP Psychology

AP Spanish Language and Culture

AP Statistics

AP US History

AP World History

Art History

Art History: Art of the Caribbean Islands

Astronomy Principles

Biochemistry

Bioethics

Biotechnology

Business & Personal Law

CAD

Climate Change

Computational Sci. & Eng. Using Java

Computer Animation with Scratch

Computer Science

Constitutional Law

Creating Art Hist.

Creating Effective PowerPoint Presentations

Creative Writing

Criminology

Cybersecurity / Elective

Democracy in the U.S.

Differential Calculus

Eastern & Western Thought

Economics

Employability Skills

Engineering for Sustainable Energy

Engineering Principles

Entrepreneurship

Environmental Science

Environmental Science Honors

Epidemics

Essay Writing

Evolution & Nature of Science

Fantasy & Science Fiction Short Stories

Film & Literature

Folklore & Literature of Myth, Magic, and Ritual

Forensic Sci.

French Language and Culture

Genes & Disease

Geometry

German Language and Culture

Ghoulies, Ghosties, and Long-Legged Beasties

Glory of Ancient Rome

Hist. of Photography

Holocaust

Horror Writers

Human Body

Internat’l Business

Investing in the Stock Market

Italian Language and Culture

Journalism/Digital Age

Kindergarten Apprentice Teacher

Latin 1

Latin 2

Literacy Skills/21st Century

Literature of the World

Mandarin Chinese Language and Culture

Marketing & the Internet

Math and Modern Logic

Math You Can Use In College and Careers

Meteorology

Modern Middle East

MS Business Found.

MS Civics

MS Creative Writing / Elective

MS Engineering

MS Number Theory / Elective

MS Pre-Algebra

MS The Teenage Brain

MS World War II Through the Eyes of Dr. Seuss

Music Listening & Critique

Music: Fund. of Composition

Mythology

Now What Will You Do?

Nuclear Physics: Science, Technology & Society

Number Theory

Oceanography

Parenting /21st Century

Peacemaking

Pearl Harbor and the Pacific Theater

Personal Finance

Perspectives in Health

Philosophy I

Physics

Poetry Reading & Writing

Poetry Writing

Portuguese I

Practical Law

Preparing for College

Preveterinary Medicine

Programming in Visual Basic

Psych. I

Psych. of Crime

Psychology Honors

Russian Lang. & Culture

Screenwriting Fund.

158

Shakespeare in Films

Sociology

Spanish Culture & 20th Century Hispanic Lit.

Sports & Society

Statistics

To Kill a Mockingbird

Twentieth Century Women Authors

U.S. Foreign Policy

U.S. Government

Video Game Design Using Game Maker

Web Design

Who Do I Want To Be When I Grow Up?

World Conflict, United Nations Intro

World Religions

Young Adult Lit.

York County School Division

302 Dare Road

Yorktown, Virginia 23692

Approved SOL Courses

Virginia SOL Course [Provider Course Title]

Algebra I [Algebra I]

Algebra II [Algebra II]

Biology [Biology]

Chemistry [Chemistry]

Earth Science [Earth Science]

English Grade 9 [English Grade 9]

English Grade 10 [English Grade 10]

English Grade 11 [English Grade 11]

English Grade 12 [English Grade 12]

French I [French I]

French II [French II]

Geometry [Geometry A]

Health Grade 9 [Health Grade 9]

Health Grade 10 [Health Grade 10]

Mathematical Analysis [Mathematical Analysis]

Physical Education Grade 9

Physical Education Grade 10

Physical Education Grade 11

Physical Education Grade 12

Physics [Physics]

Spanish I [Spanish I]

Spanish II [Spanish II]

Spanish III [Spanish III]

Trigonometry [Trigonometry]

Virginia & U.S. Government [Virginia and US

Government]

Virginia & U.S. History [Virginia and US History]

World Geography [World Geography]

World History to 1500 [World History I]

World History 1500-Present [World History II]

Non-SOL, CTE, or Elective Courses

Business Finance (.5 credit)

Business Law (.5 credit)

159

APPENDIX K – VIRTUAL VIRGINIA BRIEF

Background

The Virtual Virginia (VVA) program offers online courses, digital content, access to an

integrated online learning environment, and professional learning opportunities to schools,

students, and educators across the Commonwealth. VVA promotes equity and access to rigorous

courses, high-quality instruction, instructional materials, and blended learning resources for

students, teachers, and schools throughout the state and nation. Working in partnership with

Virginia public school divisions, VVA provides educational options to all learners—including

underserved populations—as a complement to local public school offerings.

During the extended school closure in Spring 2020, VVA was positioned to support public

school divisions during a period of remote emergency instruction for the remainder of the 2019–

2020 school year. Access to the VVA platform, course content, and professional learning

offerings was made widely available to Virginia public school divisions through the end of the

2019–2020 school year at no cost. As school divisions pivot from emergency remote to highly

quality online and blended learning in the 2020–2021 school year, VVA will provide continued

support to school divisions with expanded access to program resources at no cost.

One of VVA's core commitments remains the ability to provide academic flexibility while

preserving the autonomy of Virginia public school divisions in meeting the varied needs and

expectations of learners. During this period of VVA program expansion, all learners enrolled in

VVA courses or using the VVA platform remain affiliated with their local schools and remain

part of their schools' membership. The VVA program is committed to supporting school

divisions with options that may otherwise be unavailable to them due to a variety of

circumstances at their local school, including but not limited to low enrollment, lack of access to

instructional materials, scheduling conflicts, or a lack of highly qualified instructors in specific

subject areas.

Virtual Virginia Program Participation

Learners can participate in the VVA program in a number of ways. The VVA Complementary

Program offers online courses instructed by highly qualified Virginia public educators. These

online courses are available to all schools in the Commonwealth during the regular school year.

The VVA Outreach Program provides high quality blended learning resources, digital content,

and instructional materials to public school teachers and their students at no cost to the school

division. The VVA Professional Learning Program offers professional development options to

Virginia public school educators at no cost to the division. Lastly, the VVA Summer Session

Program provides access to online summer courses to learners throughout the state.

In the 2019–2020 academic year, VVA programs served 111,095 total semester-equivalent

course enrollments among 81online Complementary courses, 52 Summer Session courses, as

well as Outreach Program resources and Professional Learning opportunities. In 2019–2020,

VVA was represented in all eight Superintendents’ Regions and had enrollments in 96 percent of

Virginia public school divisions. The VVA Complementary and Summer Session course

160

completion rate for the 2019–2020 academic year was 96 percent (97 percent including Outreach

Program enrollments).

Virtual Virginia Complementary Program

VVA partners with Virginia public school divisions to ensure Virginia learners have access to

high quality instructional materials and opportunities that complement those available in the

physical school. Virginia public school students may enroll in VVA's Complementary Program

courses as supplemental or full-time students. Each student enrolled in VVA courses remains

affiliated with their local public school's average daily membership and is subject to local school

policies and procedures. A public school student may be enrolled in VVA courses by the local

school counselor, and each public school may enroll up to fifteen students per course on a first-

come, first-served and space-available basis. Virginia public school students compose 99 percent

of the students served by the VVA program. Homeschooled, private school, and out-of-state

students may also enroll in VVA courses. Schools agree to provide an adult mentor, school

counselor of record, and the required resources necessary for each student to be a successful

online learner. Students enrolled in VVA courses with a corresponding SOL, AP, or other

standardized assessments are tested at the local school. These assessments are proctored by

public school instructional staff per the local school policy. Public schools award letter grades

per the local school grade scale and agree to award graduation credit for VVA courses. VVA

Complementary Program course offerings are free to Virginia public school students, and an

enrollment fee is charged for nonpublic, out-of-state enrollments.

VVA courses are accessible by students and teachers anywhere with internet access, and course

content and resources are available at any time. VVA courses are delivered online both

synchronously and asynchronously, and users enrolled in VVA courses may participate at

school, at home, and on mobile devices. Courses promote regular interaction among students and

teachers, and the course content is media-rich, interactive, engaging, and is designed to address

different learning styles. Additionally, VVA courses include readings, discussion forums, written

assignments, media, student presentations and projects, case studies, simulations, virtual lab

assignments, models, interactive assignments, and opportunities for student–teacher and student–

student collaboration.

VVA provides a full-time option for students who wish to complete most or all of their required

courses online. The VVA full-time program offers all required core academic courses and

electives necessary to earn a Standard or Advanced Studies diploma. Students in the full-time

program enroll through their local public schools and receive instruction by VVA's highly

qualified, Virginia-certified teachers. The full-time program may serve public, private, and

homeschooled students who enroll in at least five VVA courses during the school year through

the local public school. At any time during the school year, eligible full-time students are given

the ability to withdraw below full-time status, remain in other VVA courses, and retain

supplemental status while completing remaining VVA courses. Local schools will ensure that

students in the program have access to student services, technology, textbooks, and required

course materials at no cost.

Virtual Virginia Complementary Course Offerings

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Computer Science

3185 AP Computer

Science A

6640 Introduction to

Computer Science

6641 Introduction to

Game Design and

Development

Fine Arts

9151 AP Art History

9226 AP Music Theory

Health & Physical

Education

7300 Health and PE 9 (not

Driver Education)

7400 Health and PE 10

(not Driver Education)

History & Social

Sciences

2210 World Geography

2212 AP Human

Geography

2215 World History and

Geography to 1500 A.D.

2216 World History and

Geography: 1500 A.D. to

the Present

2319 AP U.S. History

2360 Virginia and U.S.

History

2380 AP World History

2399 AP European

History

2440 Virginia and US

Government

2445 AP Government and

Politics: U.S.

2450 AP Government and

Politics: Comparative

2801 Economics

2802 AP Microeconomics

2803 AP Macroeconomics

2804 AP Economics

2900 Psychology

2902 AP Psychology

6120 Economics and

Personal Finance

6121 Personal Finance

English

1130 English 9

1140 English 10

1150 English 11

1160 English 12

1165 World Mythology

1171 Creative Writing

1195 AP English

Literature and

Composition

1196 AP English

Language and

Composition

Mathematics

3130 Algebra I

3134 Algebra, Functions,

and Data Analysis

3135 Algebra II

3143 Geometry

3150 Trigonometry

3162 Pre-Calculus and

Mathematical Analysis

3177 AP Calculus AB

3178 AP Calculus BC

3192 AP Statistics

Science

4210 Earth Science I

4250 Earth Science II:

Oceanography

4260 Earth Science II:

Astronomy

4270 AP Environmental

Science

4310 Biology I

4340 Biology II: Ecology

4370 AP Biology

4410 Chemistry I

4420 Chemistry II

4510 Physics I

4570 AP Physics I

4574 AP Physics II

World Languages

5010 Arabic I

5020 Arabic II

5030 Arabic III

5110 French I

5120 French II

5130 French III

5140 French IV

5170 AP French Language

and Culture

5310 Latin I

5320 Latin II

5330 Latin III

5340 Latin IV

5370 AP Latin

5510 Spanish I

5520 Spanish II

5530 Spanish III

5540 Spanish IV

5570 AP Spanish

Language and Culture

5580 AP Spanish

Literature and Culture

5700 Survey of World

Language and Culture

5810 Chinese I

5820 Chinese II

5830 Chinese III

5840 Chinese IV

5860 AP Chinese

Language and Culture

5990 American Sign

Language I

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Virtual Virginia Outreach Program

In the 2015–2016 school year, VVA launched a program, with legislative funding, to support

Virginia public schools beyond the existing VVA program course offerings. In the fall of 2015,

VVA deployed the Math Outreach pilot program, designed to support schools without highly

qualified Algebra I teachers. This program provided interactive online instruction for Virginia

public school students enrolled in Algebra I and provided a collection of resources, including

recorded videos and suggested classroom activities, for Virginia teachers to use in their

classrooms. Sixteen localities across the Commonwealth participated in the pilot program. As the

needs and expectations of public school classrooms changed over the years, the program has

evolved in concert.

In 2018–2019, the program was renamed the VVA Outreach Program and expanded to assist

Virginia public school teachers and students of the math, science, computer science, and

economics and personal finance subject areas by providing access to SOL-aligned blended

learning resources via the VVA learning management system (LMS), at no cost to local school

divisions. In addition to the fully developed online lessons and assessments, participating

teachers had access to ongoing training in LMS utilization, best practices for blended learning,

and support within a professional learning network of Virginia public educators. Virginia public

school teachers have the autonomy and flexibility to implement the resources to best fit the needs

of their students. The Outreach Program resources are made available to support instructional

needs, including but not limited to fully online instruction or as supplemental instruction in a

blended learning or hybrid learning environment.

During the 2019–2020 academic year, in response to the extended school closure in Spring 2020,

the VVA Outreach Program expanded and offered online and blended learning resources along

with access to the VVA platform to all public school divisions at no cost. Teachers in Virginia’s

public schools were able to utilize the VVA platform and digital content to host virtual classes on

the VVA online learning system for the remainder of the 2019–2020 school year while students

were instructed remotely at no cost to the division.

The Outreach Program will continue to expand in the 2020–2021 school year. The expansion of

VVA also includes the creation of digital content for grades K–8. Prior to the coronavirus

pandemic, the online learning program focused primarily on providing high school credit-bearing

courses in core, elective, and world language subject areas. The expansion also allows school

divisions to integrate local student information systems with the VVA learning management

system to roster classes and transfer grades at no cost. In addition, VVA provides a dedicated

space within the platform for school divisions to curate, create, edit, and share course content.

Virtual Virginia Professional Learning Program

The VVA Professional Learning Program provides opportunities to public school professional

learners through VVA's online learning management system. Professional learning offerings

have timelines and benchmarks; however, professional learners have the flexibility to participate

and work at their own pace between the benchmarks. Virginia public school professionals may

enroll in VVA professional learning offerings throughout the year and may be self-enrolled or

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enrolled by a local school counselor, a school administrator, or the division central office. Public

schools award any professional development time based on the local scale for participation or

completion. There is no fee charged for public school professional learning.

In the 2019–2020 academic year, Virtual Virginia supported 16,971 Virginia educator

enrollments through professional learning offerings. The Virtual Virginia Professional Learning

Network (PLN) is a dedicated space for teachers utilizing the VVA Outreach Program to

collaborate and communicate with one another regarding how to best incorporate online learning

resources into their instructional practices. This online community is designed to assist Virginia

public school educators by providing concise, targeted modules, training webinars, moderated

discussion forums, live training sessions, and support. Additionally, VVA employs an Outreach

school support team whose mission is to assist teachers across the Commonwealth as they

embrace online and blended learning.

Virtual Virginia Summer Session Program

In addition to its academic-year Complementary Program offerings, VVA provides Summer

Session courses to public schools and their students throughout the Commonwealth (and is

available to private school, homeschooled, and out-of-state students). A local public school may

enroll as many Summer Session students as needed, and the public school is provided autonomy

to decide how often students must be present at the school during the Summer Session. To enroll

in a VVA Summer Session course, the local public school counselor must enroll each student

and the local public school must agree to award the assigned credit for the course. The tuition for

all students who enroll in Summer Session courses is $375 per course. During Summer Session

2020, there were 10,042 semester-equivalent enrollments in 52 VVA Summer Session courses.

Virtual Virginia's State and National Role in Online and Blended Learning

VVA continues to serve as a board member of the Virtual Learning Leadership Alliance

(VLLA), the national association of online education programs that provide collegial support and

collaborative opportunities to the individual members and member organizations. Members of

VVA staff serve as leaders of the VLLA and benefit through the sharing of resources, services,

and expertise among some of the most innovative virtual programs in the United States.

The VLLA maintains a partnership with Quality Matters to revise and promote the National

Standards for Quality (NSQ) Online Learning. As a contributing member, VVA was a key

member of the project to help provide the K–12 online and blended learning community with an

updated set of openly licensed standards and indicators to help evaluate and improve online

courses, teaching, and programs. In 2019, experts from the field of online and blended learning,

including VVA staff, utilized an extensive, collaborative revision process to update and publish

the latest edition of the NSQ for Online Programs, Online Teaching, and Online Courses. The

sets of NSQ standards, along with research and other supporting documents, can be downloaded

at nsqol.org.

Virtual Virginia Faculty

VVA faculty are highly qualified teachers and hold Virginia licenses in their subject areas. All

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VVA faculty are available during daily office hours (Monday through Friday) to communicate

with students and stakeholders, and provide regular synchronous instruction opportunities to

interact with students throughout the day. In 2019–2020, VVA employed 93 highly qualified

full-time and adjunct and licensed Virginia teachers. Full-time VVA faculty are assigned at least

175 full-time equivalent (FTE) enrollments (or a combination of projects/duties and FTE

enrollments to equal full-time teacher status).

VVA faculty are required to participate in regular online and face-to-face professional

development in addition to prescribed professional development aligned to their subject areas or

teaching assignments. Faculty participated in online LMS and related training for instructional

tools during virtual training at the beginning of August before courses begin. Additionally, VVA

faculty participated in monthly professional development centering on the National Standards for

Quality Online Teaching. Monthly training included facilitated discussions on accessibility

training, case studies, and best practices for communication, engagement, and synchronous

instruction. Regional site-based training sessions were held throughout the 2019-2020 school

year for VVA faculty members to attend face-to-face training on program initiatives, peer review

of live instruction, and instructional tools.

In 2019–2020, forty-seven faculty members completed the Quality Matters (QM) workshop

"Applying the QM K–12 Rubric." Activities in the workshop focus on using research-supported

standards to guide continuous online course improvement. Seven faculty members also

completed the QM K–12 Reviewer workshop, thus becoming eligible for QM K–12 Reviewer

certification, and five faculty members and administrators completed the three-week QM

Accessibility workshop. Additionally, six teachers completed College Board AP training. Virtual

Virginia staff attended the national VLLA conference in October 2019 and led several sessions,

including program efforts to develop a faculty culture that embraces the National Standards for

Quality Online Teaching, and facilitated discussions on course sharing and best practices for

online instruction.

Each faculty member participated in at least one Professional Learning Community (PLC),

meeting monthly as a group. Ongoing work accomplished by PLCs targeted the following

national standards:

• Student Support and Engagement (NSQ A.2, D.1–7)

• AP Courses: Alignment and Learner Outcomes (NSQ: A.2, G.4–7)

• SOL Courses: Alignment and Learner Outcomes (NSQ: A.2, F.3, G.4–7)

• World Languages Proficiency (NSQ: A.2, C.1–5, G.4)

• Curriculum Development and Course Review (NSQ: A.2, H.1–6)

• Video Production and Interactives (NSQ: A.2, B.1–3, F.4)

• Virtual Reality, Simulations, and Gaming (NSQ: A.2, B.1–3, F.6)

Finally, in Spring 2020 VVA faculty participated in a program-wide content alignment review

project to examine standards alignment in online all course content and assessments.

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Department of Education 2019–2020 Survey Data

In partnership with the Virtual Virginia program, the Virginia Department of Education (VDOE)

administers feedback surveys each year to students participating in Virtual Virginia courses,

parents or guardians of enrolled students, and staff supporting the program at participating

schools. Surveys are administered through a web link available in Virtual Virginia’s learning

management system at the completion of each semester.

Compared to previous years, VDOE received fewer responses to the surveys during 2019-2020

due to statewide school closures beginning March 2020. The summary results presented in this

report reflect 926 responses from students, 824 responses from parents/guardians, and 398

response from staff at 112 school divisions.

Why do students take virtual courses?

Seventy-three percent of students indicated they were taking a virtual course to get ahead (see

Table 1). In 2018-2019, only 44 percent of students indicated they were taking a virtual course

for this reason. While the 2019-2020 survey results are not entirely comparable to previous years

given the impact of COVID-19, the reasons why students are taking virtual courses are

significantly different and may reflect the quickly evolving role of virtual education in a

pandemic. Survey results from parents and guardians also reflect a change in the reasons

students’ take virtual courses.

Table 1. Reasons for Virtual Virginia Course Participation

Reason for Participation

Student Responses Parent/Guardian Responses

2019-2020 2018-2019 2019-2020 2018-2019

To get ahead 73% 44% 61% 47%

Prefer/interest in virtual

courses

25% 31% 18% 23%

Scheduling conflict 25% 24% 25% 27%

Course not offered at school 16% 48% 31% 42%

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To catch up 13% 7% 8% 9%

To raise a previous grade 2% 3% 4% 5%

Are students prepared to take virtual courses?

More than 90 percent of students who responded to the survey agreed that they had the skills

necessary to be successful in their virtual course, including time-management skills,

responsibility, and self-direction (see Figure 1). Survey responses from staff at participating

schools align with this finding. While staff identified students’ use and development of soft skills

as the most common barrier to virtual learning, only 14 percent of staff agreed that it was

moderately or very difficult.

Figure 1. Student Preparedness for Virtual Course Participation

What is the quality of virtual instruction?

Students reported mixed perceptions of whether their online course was more challenging than

similar face-to-face courses: 50 percent agreed with the statement and 50 percent disagreed.

However, most parents and guardians positively rated the quality of the course and the extent to

which the course challenged their child (see Figure 2). Similarly, 97 percent of staff reported

being moderately or very satisfied with the rigor of course content.

Figure 2. Parent/Guardian Perceptions of Virtual Course Quality

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Do students feel supported in virtual courses?

The majority of students agreed that they were able to get help with the course when they needed

it, that their instructors were responsive to questions, and that their mentor checked on their

progress regularly (see Figure 3). Parents/guardians and school staff also highly rated

communication with and support to students. Eighty-eight percent of parents/guardians agreed

that the frequency of the teacher’s communication met their child’s needs, while ninety-one

percent of staff were satisfied with the support Virtual Virginia provided to students.

Figure 3. Communication and Support in Virtual Virginia Courses

Would students take another Virtual Virginia course?

Eighty-eight percent of students reported that they would be comfortable taking another online

course, and 85 percent of parents/guardians indicated that they would enroll their child in a

Virtual Virginia course again. Among staff, 95 percent indicated that they were moderately or

completely satisfied with Virtual Virginia program, and 95 percent believed students’ Virtual

Virginia experience created positive attitudes towards virtual learning.

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Next Steps

While participation in the 2019-2020 Virtual Virginia surveys was limited due to school

closures, most respondents rated the program positively. The role of virtual education, and the

Virtual Virginia program specifically, greatly expanded for the 2020-2021 school year in

response to the COVID-19 pandemic. VDOE will revise survey content for the 2020-2021

school year to seek relevant and actionable feedback from students, parents/guardians, and staff

on the virtual education landscape in Virginia.